Translanguaging, Place and Complexity

Autor/inn/en	Prinsloo, Mastin; Krause, Lara-Stephanie
Titel	Translanguaging, Place and Complexity
Quelle	In: Language and Education, 33 (2019) 2, S.159-173 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1516778
Schlagwörter	Code Switching (Language); Bilingual Education; Multilingualism; Semiotics; Language Usage; Social Differences; Classroom Techniques; Equal Education; Classroom Communication; Teaching Methods; African Languages; English (Second Language); Foreign Countries; Migrants; Second Language Learning; Grade 5; Elementary School Students; Applied Linguistics; South Africa + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Mehrsprachigkeit; Multilingualismus; Semiotik; Sprachgebrauch; Sozialer Unterschied; Klassenführung; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Migrantin; Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; Linguistics; Linguistik; Angewandte Linguistik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Prevalent approaches to classroom languaging and bilingual education interpret the practices of multilingual groups of people through a monolingual lens that obscures the fluid languaging and semiotic practices of contemporary communities who engage in dynamic semiotic and linguistic practices, rather than 'add' one language to another in the form of a double monolingualism. The paper examines the arguments for and constraints upon a translanguaging paradigm as a pedagogic strategy in classrooms and it considers how translanguaging practices have different consequences in Southern settings as contrasted with Euro- or North American contexts. The paper critically examines a spatiotemporal or scalar perspective on language-linked social inequalities and language-evaluation processes in school as an account for why the fluid language practices characteristic of everyday interaction and of certain kinds of learning-helpful interaction in classrooms do not transfer to a rationale for translanguaging becoming the norm in schooling. The research finds that innovative and emerging translanguaging practices happen 'under the covers' as it were, and make learning possible under constrained conditions. Researching classroom practices as a rhizometically assembled network of actors, materials, resources and practices, in their complexity and particularity, helps us to concretely identify possible points of attack to tackle persisting educational inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01