Pedagogical Translanguaging

✍ Scribed by Jasone Cenoz; Durk Gorter

• Publisher: Cambridge University Press
• Year: 2022
• Tongue: English
• Leaves: 68
• Category: Library

✦ Synopsis

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

✦ Table of Contents

Cover
Title page
Copyright page
Pedagogical Translanguaging
Contents
1 Introduction
2 What Is Translanguaging?
2.1 The Origin of Translanguaging
2.1.1 Translanguaging Has as Its Aim the Development of Language Skills
in Both Welsh and English
2.1.2 Translanguaging Aims at Developing Academic Skills across the
Curriculum
2.1.3 Translanguaging Activities Are Planned and the Two Languages Are
Used in the Same Session
2.1.4 Translanguaging Can Be Found in the Natural Use of Languages by
Bilinguals
2.2 Extending Translanguaging
2.3 Translanguaging as an Umbrella Term
2.4. Summary
3 What Is Pedagogical Translanguaging?
3.1 Focus on Multilingualism
3.1.1 The Multilingual Speaker
3.1.2 The Multilingual Repertoire
3.1.3 The Social Context
3.2 Definition of Pedagogical Translanguaging and Theoretical
Background
3.2.1 Prior Knowledge
3.2.2 Scaffolding
3.2.3 Connected Growers
3.3 Core Characteristics of Pedagogical Translanguaging
3.4 Summary
4 Metalinguistic Awareness, Pedagogical Translanguaging Practices and Assessment
4.1 Metalinguistic Awareness
4.2 Pedagogical Translanguaging Practices
4.3 Assessment and Pedagogical Translanguaging
4.4 Summary
5 Minority Languages, Immersion and CLIL
5.1 The Diversity of Educational Contexts
5.2 Minority Languages and Pedagogical Translanguaging
5.3 Immersion, CLIL and Pedagogical Translanguaging
5.4 Summary
6 Conclusion and Future Perspectives
References
Acknowledgements