Beyond Named Languages: A Step Too Far?

Autor/inn/en	Menon, Shailaja; Pallavi
Titel	Beyond Named Languages: A Step Too Far?
Quelle	In: Contemporary Education Dialogue, 19 (2022) 2, S.256-280 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Menon, Shailaja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/09731849221109112
Schlagwörter	Multilingualism; Bilingual Education; Foreign Countries; Language of Instruction; Student Diversity; Language Usage; Translation; Code Switching (Language); Teaching Methods; India + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Ausland; Teaching language; Unterrichtssprache; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Indien
Abstract	Multilingual education is an urgent and pressing concern in the Indian educational scenario. While the National Education Policy (2020) acknowledges multilingualism as a resource in educational contexts and reiterates earlier policies calling for mother tongue-based education in elementary classrooms, it does not provide guidance in terms of how to productively accommodate multiple languages in the classroom. Multilingual education will be much stronger if it is based on a strong understanding of multilinguality--the idea that the human mind is fundamentally multilingual in nature. A new, but substantial paradigm of scholarship addressing multilinguality is that of 'translanguaging', which views named languages as socio-political constructs and argues that multilinguals have a unified linguistic repertoire that they flexibly, creatively and adaptively draw upon. Accepting the grounding assumptions of translanguaging would has important implications for curriculum, pedagogy and assessment in educational spaces. In this article, we describe and critique the translanguaging perspective, even while acknowledging its positive contributions. We point out, especially its failure to provide guidance in terms of how to productively accommodate translanguaging in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01