Citation

Languaging in a globalized world: Exploring the liberatory potential of translanguaging as pedagogy

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

In this globalized world with increased immigration, in-migration, and mixed marriages, second language (L2) classrooms are increasingly linguistically diverse. In effort to capture this complexity theoretically, scholars have challenged structuralist views of languages as distinct entities. They have argued instead for a post-structuralist view of languages as socially constructed practices (e.g., Heller, 2007; Makoni & Pennycook, 2007). This has led to the emergence of a new pedagogical model for language education: translanguaging as pedagogy (Creese & Blackledge, 2010). This values learners’ entire linguistic repertoires and challenges the monolingual ideology that underpins mainstream L2 teaching practices. Thus, it creates ‘safe spaces’ in which students can experience their multilingualism as a normative resource. Notwithstanding the importance of the translanguaging movement, it has thus far been limited to contexts where the teacher and students share the same two languages (e.g., Blackledge & Creese, 2010; Garcia, 2009). What remains to be seen is whether translanguaging as pedagogy can foster these ‘safe spaces’ for students with diverse linguistic repertoires in mainstream L2 classrooms. In this presentation, I explore the theoretical possibilities and challenges of this emerging pedagogical model. Though the focus is on Montreal, the city with the highest rate of trilingualism in North America (Lamarre et al., 2002), the discussion is relevant to other multilingual contexts. By looking at how young trilingual Montrealers are positioned vis-à-vis their translanguaging in mainstream L2 pedagogical approaches, I will examine the liberatory potential of translanguaging as pedagogy.
Convention
Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492615_index.html
Direct Link:
HTML Code:

MLA Citation:

Crump, Alison. "Languaging in a globalized world: Exploring the liberatory potential of translanguaging as pedagogy" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492615_index.html>

APA Citation:

Crump, A. , 2011-05-01 "Languaging in a globalized world: Exploring the liberatory potential of translanguaging as pedagogy" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492615_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this globalized world with increased immigration, in-migration, and mixed marriages, second language (L2) classrooms are increasingly linguistically diverse. In effort to capture this complexity theoretically, scholars have challenged structuralist views of languages as distinct entities. They have argued instead for a post-structuralist view of languages as socially constructed practices (e.g., Heller, 2007; Makoni & Pennycook, 2007). This has led to the emergence of a new pedagogical model for language education: translanguaging as pedagogy (Creese & Blackledge, 2010). This values learners’ entire linguistic repertoires and challenges the monolingual ideology that underpins mainstream L2 teaching practices. Thus, it creates ‘safe spaces’ in which students can experience their multilingualism as a normative resource. Notwithstanding the importance of the translanguaging movement, it has thus far been limited to contexts where the teacher and students share the same two languages (e.g., Blackledge & Creese, 2010; Garcia, 2009). What remains to be seen is whether translanguaging as pedagogy can foster these ‘safe spaces’ for students with diverse linguistic repertoires in mainstream L2 classrooms. In this presentation, I explore the theoretical possibilities and challenges of this emerging pedagogical model. Though the focus is on Montreal, the city with the highest rate of trilingualism in North America (Lamarre et al., 2002), the discussion is relevant to other multilingual contexts. By looking at how young trilingual Montrealers are positioned vis-à-vis their translanguaging in mainstream L2 pedagogical approaches, I will examine the liberatory potential of translanguaging as pedagogy.


Similar Titles:
Global multiculturalism and decolonial frameworks: Toward liberatory relational pedagogies for local-global contexts

Examining Transformations in Adolescent Second Language Writers’ Ideational Meanings: Implications for L2 Writing Pedagogy in a Globalizing World

Medical Student Language Toward Patients With Disabilities: An Analysis of Language About Pain as a Potential Bridge for Acknowledging the Patient’s Life World


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.