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Dynamics of Translanguaging Practices

Dynamics of Translanguaging Practices
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Author(s): Kimberly Ilosvay (University of Portland, USA)
Copyright: 2020
Pages: 19
Source title: Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators
Source Author(s)/Editor(s): Alina Slapac (University of Missouri-St. Louis, USA) and Sarah A. Coppersmith (University of Missouri, St. Louis, USA)
DOI: 10.4018/978-1-7998-1962-2.ch011

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Abstract

Translanguaging is a process by which people draw from all of their semiotic resources to co-construct meaning, thus learning from each other. While scholars tout translanguaging as being advantageous for work environments and cognitive development, educational practices often do not include translanguaging. Teaching of and through language traditionally adheres to the boundaries of separate language systems. Additionally, students may not want to code-mesh because traditionally, languages have been treated as distinct systems and individuals take on identities based on these systems as they provide membership in specific groups. Drawing on data from two different educational contexts, this chapter highlights some ways educators can legitimize translanguaging in the classroom in concrete ways. Suggestions offer new spaces to be explored when designing curricula and learning environments that value the language practices of students and families.

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