Conceptualizing Translanguaging : To Consolidate Pedagogy Rooted in the Language Use of Multilinguals

トランス　ランゲージング　ヲ　カンガエル　タゲンゴ　シヨウ　ノ　ジッタイ　ニ　ネザシタ　キョウジュホウ　ノ　カクリツ　ノ　タメニ

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

動的バイリンガリズム

コード・スイッチング

マルチ・モダリティ

スーパー・ダイバーシティー

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

Invited Papers

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

As the world increasingly becomes multilingual as well as multicultural, the number of studies on the mixed use of semiotic systems, including language, proliferates. This paper discusses translanguaging, a representative concept that encompasses such mixed-language practices, focusing on its theoretical conceptualization, pedagogical techniques, and learning strategies. Translanguaging views multilinguals’ whole linguistic resources as one single repertoire beyond linguistic boundaries. Given a highly globalized and super-diversified world’s demography, the paper first examines the relationship between translanguaging and dynamic bilingualism that considers multilinguals ’fluid language practices, followed by a brief overview of the changes bilingual education has experienced since the past century. Then, taking into consideration the nature of communication that becomes increasingly multilingual and multimodal, it looks into translanguaging from cognitive as well as sociocultural perspectives. Furthermore, a comparison between translanguaging and other related concepts, such as codeswitching and translation, is examined to highlight the intrinsic value of translanguaging. The paper concludes with a discussion on the challenges and critiques faced by the concept and future research agenda.