Translanguaging and Conceptual Construction : The Relationship Between the Two and Their Respective Roles in a Learning Process

トランス　ランゲージング　ト　ガイネン　コウチク　ソノ　カンケイ　ト　ヤクワリ　ヲ　カンガエル

カノウ, ナオミ

Kano, Naomi

Mother Tongue, Heritage Language, and Bilingual Education Research Association

ボゴ　ケイショウゴ　バイリンガル　キョウイク　ケンキュウカイ

概念構築

ランゲージ・スイッチング

ライティング・プロセス

特集 : すべての言語資源を活用したマルチリンガル教育をめざして

Research Note

Featured Topic : Aiming for Multilingual Education Utilizing All the Language Resources

Study abroad programs increasingly play a key role in the promotion of international education in the age of globalization. Linguistic transfer has been deemed essential for achieving multiliteracies that enable learning in multiple languages. Moreover, Ll use in L2 writing process has been considered as language switching that linguistically internalizes a writer’s thoughts. The present study reconceptualizes linguistic transfer as conceptual construction within a frame of translanguaging, which takes root in multilinguals’flexible language use. Translanguaging allows them to choose appropriate linguistic elements out of their entire linguistic repertoire, and to soft-assemble such elements beyond linguistic boundaries to accomplish the communication goals at hand. The study analyzes the learning process of a multilingual college student, who utilized the whole linguistic repertoire through translanguaging to obtain new knowledge and complete the course requirements of the study abroad program, while filling up the gaps between her L2 ability and the course requirements. Through the analysis, the study discusses the multilingual’s flexible and fluid language use in specific contexts.