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The Need for Translanguaging in TESOL

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Envisioning TESOL through a Translanguaging Lens

Part of the book series: Educational Linguistics ((EDUL,volume 45))

Abstract

In response to the multilingual turn, the field of TESOL has not yet propelled itself away from monolingual orientations despite fleeting attention to the concepts of plurilingualism and translingual pedagogy. In this chapter, we argue in favor of the merits of translanguaging for the field of TESOL, both as distinct from other popular language orientations flooding the language fields and necessary given its unique social justice-oriented practice and theoretical stance. We describe the challenges that scholars have experienced in finding traction for multilingualism in general, and translanguaging specifically, in the TESOL field and argue that these stem from ideological misrepresentations and/or from fear of disrupting the power inherent in valuing English above other languages. Our purposes are to question, uncover, and discuss resistance to the holistic support of emergent bilingual students’ and teachers’ rich language repertoires, with a particular eye towards the role of the TESOL International Association, the largest organization for English language educators, in promoting or hindering these efforts. Addressing several critiques that have surfaced in response to translanguaging, we contend that a translanguaging lens represents a paradigm shift away from prioritizing English as a second or foreign language towards recognition of emergent bilinguals’ multilingual repertoires and their fluid language practices.

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Notes

  1. 1.

    While we use the terms bilingual and multilingual to reflect the use of two or more languages, we are cognizant of the limitations of these terms in light of translanguaging and linguistic fluidity that we argue for in this chapter. We use these labels as a way of positioning our identities with reference to mainstream understandings of language, but still recognize the problematic nature of such terms when advocating for linguistic diversity, in particular with respect to power/hierarchies and marginalized/minoritized ways of languaging.

  2. 2.

    We use the acronym “TESOL IA” to distinguish when we are talking about the TESOL organization in contrast to our use of the acronym “TESOL” which denotes the field of research and practice.

  3. 3.

    García’s term “emergent bilingual” generally refers to the K-12 context in U.S. schools. A term that may be more inclusive of adult education or which more broadly captures the languaging of a range of students and teachers may be “emergent-to-advanced”.

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Acknowledgements

We would like to express our appreciation to Dr. Ofelia García for her support and encouragement of this piece. Her valuable and constructive suggestions enhanced the arguments and conceptualization, while echoing the importance of this work. We would also like to extend our thanks to Dr. Alain Bengochea and Dr. Jamie L. Schissel for their tireless manuscript review and constructive feedback which helped us to further refine and improve the ideas in this piece.

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Authors and Affiliations

  1. College of Education, Department of Curriculum, Culture, and Educational Inquiry, Florida Atlantic University, Boca Raton, FL, USA

    Sabrina F. Sembiante

  2. College of Education and Human Development, Department of Bicultural–Bilingual Studies, The University of Texas at San Antonio, San Antonio, TX, USA

    Zhongfeng Tian

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  1. Sabrina F. Sembiante
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  2. Zhongfeng Tian
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Correspondence to Sabrina F. Sembiante .

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Editors and Affiliations

  1. Department of Bicultural-Bilingual Studies, The University of Texas at San Antonio, San Antonio, TX, USA

    Zhongfeng Tian

  2. Department of Teaching, Leadership & Professional Practice, University of North Dakota, Grand Forks, ND, USA

    Laila Aghai

  3. College of Education and Human Ecology, The Ohio State University, Columbus, OH, USA

    Peter Sayer

  4. Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, NC, USA

    Jamie L. Schissel

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Sembiante, S.F., Tian, Z. (2020). The Need for Translanguaging in TESOL. In: Tian, Z., Aghai, L., Sayer, P., Schissel, J.L. (eds) Envisioning TESOL through a Translanguaging Lens. Educational Linguistics, vol 45. Springer, Cham. https://doi.org/10.1007/978-3-030-47031-9_3

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  • DOI: https://doi.org/10.1007/978-3-030-47031-9_3

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