Wei, L;
(2023)
Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning.
Language Teaching
, 11
(1)
pp. 1-12.
10.1017/S0261444823000186.
(In press).
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Abstract
The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make. Translanguaging takes one step further from multilingualism in challenging the raciolinguistic ideologies that view bilingual learners as having separate languages and languaging lives. It instead views their racial/ethnic identities and linguistic practices together, that is, their translanguaging being. My main argument here is that to use translanguaging as a pedagogy for inclusion and social justice requires a change of mindset, not just practice - that is, translanguaging pedagogy rather than pedagogical translanguaging - which can be achieved through processes of 'co-learning' and 'transpositioning'.
| Type: | Article |
|---|---|
| Title: | Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1017/S0261444823000186 |
| Publisher version: | https://doi.org/10.1017/S0261444823000186 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10172010 |
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