Assignment Task

 

Question 2
(translanguaging in the classroom)

In Section 4, Li (2018) wrote that translanguaging was originally a descriptive label of a specific language practice (think of the Welsh-English instruction example). What are the advantages and disadvantages of applying translanguaging to language learning contexts?

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Daniel Nalitz
TuesdayApr 20 at 14:00
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Questions 2:
In an ideal world, translanguaging would be a fantastic pedagogical framework for teaching language. According to Lewis, Jones and Baker (2012), including language
learning contexts in translanguaging may allow students to promote a deeper understanding of the subject matter, or make connections between the languages spoken at home and in the school. This could essentially allow for students to have a more balanced level of bilingualism, as they could speak and communicate relatively equally on multiple different topics.
On the opposite end of the spectrum, translanguaging may be quite difficult to actually implement in the classroom. It assumes that all students have the same level of competence and could be exclusionary toward those students whose skills are less developed. Translanguaging also often occurs without the teacher knowing, as it is facilitated by the students themselves, furthering the idea that translanguaging is naturally occurring (Canagarajah, 2011).

As Huixin mentions, another disadvantage to translanguaging is the lack of testable materials – while this may be of further interest to linguists like ourselves, would it be
worthwhile to invest the time and resources into developing a test to measure this, especially if there are multiple combinations of languages involved? If translanguaging is a naturally occurring phenomenon and can happen without educators knowledge, how do we measure this?

 

 

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