Translanguaging and Epistemological Decentring in Higher Education and Research. Languages for Intercultural Communication and Education

Sonst. Personen	Bojsen, Heidi (Hrsg.); Daryai-Hansen, Petra (Hrsg.); Holmen, Anne (Hrsg.); Risager, Karen (Hrsg.)
Titel	Translanguaging and Epistemological Decentring in Higher Education and Research. Languages for Intercultural Communication and Education
Quelle	(2023), (288 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-80041-089-3
Schlagwörter	Code Switching (Language); Teaching Methods; Second Language Learning; Native Language; Language Usage; Multilingualism; Epistemology; Higher Education; Postcolonialism; Educational Policy; Learning Processes; Cross Cultural Studies; Foreign Countries; Universities; Language of Instruction; Asia; Africa; Europe; North America + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post colonialism; Postkolonialismus; Politics of education; Bildungspolitik; Learning process; Lernprozess; Cultural comparison; Kulturvergleich; Ausland; University; Universität; Teaching language; Unterrichtssprache; Asien; Afrika; Europa; Nordamerika
Abstract	Using data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging. (As Provided).
Anmerkungen	Multilingual Matters. Available from: Channel View Publications Ltd. St. Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK. Tel: +44 117 3158562; Fax: +44 117 3158563; e-mail: info@channelviewpublications.com; Web site: http://www.multilingual-matters.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01