Translanguaging: Origins and Development from School to Street and beyond

Autor/inn/en	Lewis, Gwyn; Jones, Bryn; Baker, Colin
Titel	Translanguaging: Origins and Development from School to Street and beyond
Quelle	In: Educational Research and Evaluation, 18 (2012) 7, S. 641-654Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2012.718488
Schlagwörter	Forschungsbericht; Bilingualism; Code Switching (Language); Translation; Bilingual Education; Literacy; Educational Research; Foreign Countries; United Kingdom (England); United Kingdom (Wales); United States + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsforschung; Pädagogische Forschung; Ausland; USA
Abstract	The article traces the Welsh origins of "translanguaging" from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10