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Heteroglossia as Practice and Pedagogy pp 199–216Cite as

Theorizing and Enacting Translanguaging for Social Justice

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Part of the book series: Educational Linguistics ((EDUL,volume 20))

Abstract

This chapter theorizes translanguaging, while describing how it is carried out in one “English” classroom in a school for Latino adolescents who have arrived recently in the USA. The theories of transculturación, autopoeisis, and coloniality and border thinking are brought to bear on the concept of translanguaging, which is defined as an act of bilingual performance, as well as a bilingual pedagogy of bilingual teaching and bilingual learning. The theoretical discussion is then followed by a description of how the flexible use of linguistic resources in classrooms for immigrants can resist the historical and cultural positionings of English monolingualism in the USA. Translanguaging as pedagogy holds the promise of developing US Latinos who use their dynamic bilingualism in ways that would enable them to fully participate in US society, and meet the global, national, and social needs of a multilingual future.

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Authors and Affiliations

  1. The Graduate Center, City University New York, 365 Fifth Avenue, 10016, NY, New York, USA

    Ofelia García & Camila Leiva

Authors
  1. Ofelia García
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  2. Camila Leiva
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Correspondence to Ofelia García .

Editor information

Editors and Affiliations

  1. School of Education, University of Birmingham, Edgbaston, Birmingham, United Kingdom

    Adrian Blackledge

  2. School of Education, University of Birmingham, Edgbaston, Birmingham, United Kingdom

    Angela Creese

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García, O., Leiva, C. (2014). Theorizing and Enacting Translanguaging for Social Justice. In: Blackledge, A., Creese, A. (eds) Heteroglossia as Practice and Pedagogy. Educational Linguistics, vol 20. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7856-6_11

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