Translanguaging: developing its conceptualisation and contextualisation
Research output: Contribution to journal › Article › peer-review
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In: Educational Research and Evaluation: An International Journal on Theory and Practice, Vol. 18, No. 7, 29.08.2012, p. 655-670.
Research output: Contribution to journal › Article › peer-review
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TY - JOUR
T1 - Translanguaging: developing its conceptualisation and contextualisation
AU - Lewis, W.G.
AU - Jones, B.
AU - Baker, C.
PY - 2012/8/29
Y1 - 2012/8/29
N2 - Following from Lewis, Jones, and Baker (this issue), this article analyses the relationship between the new concept of “translanguaging” particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes. The article considers the pedagogic nature of translanguaging in terms of language proficiency of children, developmental use in emergent bilinguals, variations in input and output, relationship to the subject/discipline curriculum, deepening learning through language development, cognitive development, and content understanding, and the role of children, including Deaf children, and in the use of translanguaging in educational activity. The conceptualisation of translanguaging is also shown to be ideological.
AB - Following from Lewis, Jones, and Baker (this issue), this article analyses the relationship between the new concept of “translanguaging” particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes. The article considers the pedagogic nature of translanguaging in terms of language proficiency of children, developmental use in emergent bilinguals, variations in input and output, relationship to the subject/discipline curriculum, deepening learning through language development, cognitive development, and content understanding, and the role of children, including Deaf children, and in the use of translanguaging in educational activity. The conceptualisation of translanguaging is also shown to be ideological.
U2 - 10.1080/13803611.2012.718490
DO - 10.1080/13803611.2012.718490
M3 - Article
VL - 18
SP - 655
EP - 670
JO - Educational Research and Evaluation: An International Journal on Theory and Practice
JF - Educational Research and Evaluation: An International Journal on Theory and Practice
SN - 1380-3611
IS - 7
ER -