Translanguaging Usage and Perceptions in Higher Education: Towards Inclusionary Pedagogy and Transformative Learning
Keywords:translanguaging, transformative learning, equity in education, adult education pedagogy,
This paper discusses how translanguaging has often historically been thought of as a form of linguistic processing in language acquisition programs (Mazak & Carroll, 2017) and the more recent move to use it as a teaching strategy that increases equity and levels the power of voice and participation in the classroom (Creese & Blackledge, 2010 & 2015). This paper describes a qualitative research project that surveyed teaching faculty and students at a local university about their translanguaging strategies and usage. This research is meant to increase understandings of translanguaging usage and perceptions to advance excellence in adult education pedagogical approaches, concentrating on strategies to increase equity in education, as well as how it can lead to transformative learning.
Adams, M., Blumenfeld, W.J., Casteneda, C.R., Hackman, H.W., Peters, M.L., and Zuniga, X. (eds.). (2010). Readings for Diversity and Social Justice, 2nd Edition. New York: Routledge, Taylor and Francis.
Algoma University. (2015). Algoma University Strategic Plan for Research (Long Version). Retrieved from: https://www.algomau.ca/wp-content/uploads/2016/08/Strategic-Research-Plan-long-version.pdf
Baker, C. (2003). Biliteracy and transliteracy in Wales: Language planning and the Welsh national curriculum. In N. Hornberger (Ed.), Continua of biliteracy. Clevedon, UK: Multilingual Matters.
Bishop, A. (2015). Becoming an Ally Breaking the Cycle of Oppression in People, (3rd ed.). Halifax: Fernwood Publishing.
Boyd, A. (Ed.). (2016). Beautiful Trouble: A toolbox for revolution. New York, NY: OR Books. ISBN 978-1-944869-09-0
Carruthers, C.A. (2018). Unapologetic: A Black, Queer, and Feminist Mandate for Radical Movements. Boston, MA: Beacon Press.
Creese, A., and Blackledge, A. (2015). Translanguaging and Identity in Educational Settings. Annual Review of Applied Linguistics, 35, pp.20-35. Doi: 10.1017/S0267190514000233
Retrieved from: https://www.cambridge.org/core/services/aop-cambridge-core/content/view/E52D4C1844328A0E1534B16145B5EF4D/S0267190514000233a.pdf/translanguaging_and_identity_in_educational_settings.pdf
Creese, A., and Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal 94, 103-115. Retrieved from:https://www.academia.edu/18066960/Translanguaging_in_the_Bilingual_Classroom_A_Pedagogy_for_Learning_and_Teaching
Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource. Modern Language Journal, 89, 585-592.
Freire, P. (1971). Pedagogy of the Oppressed. New York: Seabury
Garcia, O., and Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (eds.), Heteroglossia as practice and pedagogy (pp.199-218) Dordrecht, The Netherlands: SpringerScience+Business Media.
Garcia, O., and Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. New York: Palgrave MacMillan.
Gobbo, D. G., Galeotti, G., and Esposito, G. (2017). Intergenerational Education for Social Inclusion and Solidarity: The Case Study of the EU Funded Project “Connecting Generations”. Retrieved from: https://mpra.ub.uni-muenchen.de/84643/1/MPRA_paper_84643.pdf
Gravelle, M. (1996). Supporting bilingual learners in schools. Stoke-on-Trent, UK: Trentham Books.
Heller, M. (1999). Linguistic minorities and modernity: A sociolinguistic ethnography. London: Longman.
Hoefer, R. (2016). Advocacy Practice for Social Justice. New York, NY: Oxford University Press.
Hodge, S. (2019). Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts. Journal of Transformative Education, 17(2), 133-153.
Kent, M. (2017). Algoma U, a Leader in Promoting & Fostering Diversity. Algoma University.
Lewis, G., Jones, B., and Baker, C. (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641-654. DOI: 10.1080/13803611.2012.718488
Lindholm-Leary, K. (2006). What are the most effective kinds of programs for English language learners? In E. Hamayan & R. Freeman (Eds.), English language learners at school. Philadelphia: Caslon.
Martusewicz, R., Edmundson, J., and Lupinacci, J. (2011). Ecojustice Education: Towards Diverse, Democratic and Sustainable Communities. New York, New York: Routledge.
Mazak, C.M., and Carroll, K.S. (2017). Translanguaging in Higher Education: Beyond Monolingual Ideologies. Bristol: Multilingual Matters.
Mullaly, B. (2010). Challenging Oppression and Confronting Privilege. (2nd ed.). Don Mills, ON: Oxford Press.
O’Neal, G.S. (2019). From Oppression to Inclusion: Social Workers Advancing Change. West Chester University: Cognella Academic Publishing.
Satzewich, V., Liodakis, N. (2013). ‘Race’ and Ethnicity in Canada: A Critical Introduction. Don Mills, ON: Oxford University Press.
Sen, R. (2003). Stir It Up: Lessons in community organizing and advocacy. San Francisco, CA: Jossy-Bass: A Wiley Imprint.
Smith, K. L. (2017). The Trouble with Transformation: Reflective Curricular Designs for Adult Learners. Transformative Dialogues: Teaching & Learning Journal 10(2), 1-19. Retrieved from: https://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.10.2.2_Smith_Trouble_with_Transformation.pdf
Smucker, J.M. (2017). Hegemony how-to: A road-map for radicals. Chico, CA: AK Press.
Swain, M. (1983). Bilingualism without tears. In M. Clarke & J. Handscombe (Eds.), On TESOL ’82: Pacific perspectives on language learning and teaching. Washington, DC: TESOL.
Copyright (c) 2020 Laura Wyper
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All published works remain the copyright of the author, and are published under the Creative Commons Attribution-ShareAlike 4.0 License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attributions-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) following the journal's published version of the work, as it can lead to productive exchanges and greater citation of published work.