Pedagogizing translingual practice: Prospects and possibilities

Peter I. De Costa, Xiqiao Wang, Jyotsna G. Singh, Steven Fraiberg, Esther Milu, Suresh Canagarajah

Research output: Contribution to journalReview articlepeer-review

7 Scopus citations

Abstract

The notion of translingual practice has gained much currency within college composition and sociolinguistics over the last few years. Translingual practices challenge structuralist conceptualizations of language as discrete, bounded, impermeable, autonomous systems, conceptualizations that unfortunately (1) privilege linguistic codes over nonlinguistic ones, and (2) contribute to the hierarchization and separation of languages, leading some languages and their corresponding users to be valued more than others. To counter such a stance, we advocate the use of translingual pedagogy, which values the fluid communicative practices of learners who mobilize multiple semiotic resources to facilitate communication. By sharing examples from our own classrooms, we also underscore the need for teachers to recognize and expand the communicative repertoires of their students. This pedagogical shift, as we illustrate, is accompanied by an instructional commitment to develop students' metalinguistic awareness and cultural sensitivities in order to create inclusive and equitable learning environments.

Original languageEnglish (US)
Pages (from-to)464-472
Number of pages9
JournalResearch in the Teaching of English
Volume51
Issue number4
StatePublished - May 2017

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Education
  • Linguistics and Language

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