Translanguaging: Language, Bilingualism, and Education

By Suzanne García Mateus. 2014

3,060 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4002d1edeac6ff9b92c6da491ce6afcdfddfeed0

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Citations in the corpus

English as an academic lingua franca and intercultural awareness: student mobility in the transcultural university (2016, background): “…need to adopt flexible approaches to understanding the role of languages of the type outlined in notions such as plurilingualism, translanguaging and multi-lingua francas in which the boundaries between languages are not clearly defined (e.g. Canagarajah, 2013; Garcia & Wei, 2014; Jenkins, 2015).”
Translanguaging in EFL classrooms: Teachers’ perceptions and practices (2019, background): “Garcia and Wei (2014) suggest that translanguaging that improves metacognition and deeper thinking skills of students requires the systematic use of students’ existing linguistic repertoire.”
‘A more inclusive mind towards the world’: English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives (2018, background): “Thus, the ‘trans’ prefix more accurately represents this movement through and across communicative contexts as well as connecting to the similarly dynamic perspectives on language and communication adopted in translanguaging studies (e.g. Canagarajah, 2013; Garcia & Li, 2014; Li, 2016).”
Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “…a majority language framework does not pose a threat to their continued exposure to or use of the majority language, while supporting their overall linguistic development, full expression of their linguistic identity and histories, and their academic achievement (García & Wei, 2014; Norton, 2013).”
Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos (2018, background): “Joaquín, like many U.S.–Mexico transnational youths, is bilingual, and much of his identity depends on constantly performing culturally and linguistically in a standardized variety of the dominant language (García & Wei, 2014).”
Teaching Minoritized Students: Are Additive Approaches Legitimate? (2017, background): “I then examine the case against additive bilingualism advanced by García (2009) (and Bartlett & García, 2011; García & Wei, 2014) and the claim made by Flores and Rosa (2015) that additive approaches to language education are permeated by raciolinguistic ideologies that further marginalize…”
The language of ciencia: translanguaging and learning in a bilingual science classroom (2018, methodology): “…in language, rejects notions of languages simply as bound, discrete structures comprised by component parts (phonology, words, syntax) and rather views them as dynamic, usage-based systems emerging from patterns of interaction and negotiation (García and Wei 2013; Makoni and Pennycook 2007).”
Multimodality in the New Content Standards Era: Implications for English Learners (2019, background): “Multimodality has also gained increasing prominence in bilingual education, most notably in Garc ıa and colleagues’ notion of translanguaging (e.g., Garc ıa & Li, 2014).”
Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry (2017, positive): “ 6 For instance, Hornberger & Link (2012) presented data from primary schools and a university as a foundation for a theoretical essay, while García & Wei (2014) presented data from…”
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, background): “Twenty percent of the students reported speaking a language other than English at home (of these, 70% used Spanish at home), and 10% of students were classified as English language learners.”