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Languaging and Translanguaging for English Language Teaching

  • Christine HardigreeEmail author
  • Briana Ronan
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

Translanguaging has swiftly developed as a major paradigm in language acquisition research. Translanguaging has challenged language educators and researchers to explore language learning from the perspective of viewing multilingualism not as a capacity for multiple, separate linguistic codes, but as an expanded single linguistic repertoire. This shift has called into question traditional language theory and pedagogy and raised new possibilities. This chapter outlines the emergence of the term “translanguaging” from its initiation in Welsh education policy to its subsequent adoption in language minority education research in the United States. Specifically, this chapter describes a research project that employed translanguaging as a site for examining theoretical and pedagogical shifts in language learning. Also discussed are future directions for translanguaging pedagogies to promote linguistic equity in a variety of educational contexts.

Keywords

Translanguaging Second language teaching Languaging Language mixing Code-switching 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Iona CollegeNew RochelleUSA
  2. 2.California Polytechnic State UniversitySan Luis ObispoUSA

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