Translanguaging in Schools: Subiendo y Bajando, Bajando y Subiendo as Afterword

Autor/in	García, Ofelia
Titel	Translanguaging in Schools: Subiendo y Bajando, Bajando y Subiendo as Afterword
Quelle	In: Journal of Language, Identity, and Education, 16 (2017) 4, S.256-263 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2017.1329657
Schlagwörter	Multilingualism; Code Switching (Language); Self Concept; Second Language Learning; Bilingualism; Teaching Methods; Language of Instruction; Educational Policy; Linguistic Theory; Language Minorities; Classroom Communication; Language Attitudes; Critical Theory; Language Usage; Second Language Instruction + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Selbstkonzept; Zweitsprachenerwerb; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Linguistische Theorie; Sprachminderheit; Klassengespräch; Sprachverhalten; Kritische Theorie; Sprachgebrauch; Fremdsprachenunterricht
Abstract	Translanguaging pedagogies are considered here as mechanisms that work against the normalizing ideology of monolingual and monoglossic school language. In so doing, we consider how this restrictive view of school language and of language education policy has served to minoritize bilingual students and act as an instrument to exert "coloniality of power." We start by describing the translanguaging theory that supports the translanguaging pedagogies to educate bilingual minoritized youth that this special issue highlights. We then focus on how translanguaging pedagogies liberate the students' multilingualism and heteroglossic practices. Keeping with the title here of "subiendo y bajando, bajando y subiendo," we consider the restrictions that are imposed by rigid language policies, as teachers who enact translanguaging pedagogies negotiate them. We also reflect on the potential and contestations of translanguaging in classrooms, both bilingual and not. We end by thinking about the work that still remains to be done. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01