Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators

Autor/inn/en	Cinaglia, Carlo; De Costa, Peter I.
Titel	Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 2, S.452-459 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cinaglia, Carlo) ORCID (De Costa, Peter I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882221113659
Schlagwörter	Code Switching (Language); Language Attitudes; Language Usage; Multilingualism; Native Language; Second Language Learning; Second Language Instruction; Teaching Methods; Linguistic Theory; Metalinguistics; English (Second Language); Monolingualism; Educational Policy; Barriers; Teacher Education Programs; Teacher Educators + Suchen Sie Ihr Suchwort? Sprachverhalten; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	Translanguaging has been put forth as an asset-based perspective to language education that recognizes the diverse communicative repertoires of plurilingual students. In this thematic review, we highlight the potential of translanguaging as a pedagogical approach in fostering educational equity and generating critical dialogue among various stakeholders. We draw attention to recent theorization of translanguaging within a broader decolonial agenda, and we highlight challenges faced implementing translanguaging pedagogies in different contexts. Finally, we underscore the role of teacher educators in helping teachers develop a critical translingual stance focused on interrogating dominant ideologies about language and education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01