New Perspectives on Translanguaging and Education

This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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Contributors
pp vii-ix
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1 - Translanguaging as an Everyday Practice
pp 1-9
- By Angela Creese
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2 - Perspectives on Translanguaging in Education
pp 10-19
- By Bethanne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin
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3 - Translanguaging and Ideology: Moving Away from a Monolingual Norm
pp 20-37
- By Carla Jonsson
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4 - Spaces for Translanguaging in Swedish Education Policy
pp 38-55
- By Jenny Rosén
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5 - Multilingual Young People as Writers in a Global Age
pp 56-71
- By Joke Dewilde
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6 - Pedagogies to Challenge Monolingual Orientations to Bilingual Education in the United States
pp 72-89
- By Susan Hopewell
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7 - Translanguaging and Social Justice: The Case of Education for Immigrants who are Deaf or Hard of Hearing
pp 90-107
- By Karin Allard, Åsa Wedin
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8 - From Silencing to Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-school
pp 108-128
- By Latisha Mary, Andrea S. Young
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9 - Translanguaging Space and Spaces for Translanguaging: A Case Study of a Finnish-language Pre-school in Sweden
pp 129-147
- By Boglárka Straszer
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10 - Unravelling Translanguaging: The Potential of Translanguaging as a Scaffold among Teachers and Pupils in Superdiverse Classrooms in Flemish Education
pp 148-169
- By Kirsten Rosiers
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11 - Negotiating Concepts and the Role of Translanguaging
pp 170-188
- By Anna Slotte, Maria Ahlholm
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12 - Agency and Affordance in Translanguaging for Learning: Case Studies from English-medium Instruction in Swedish Schools
pp 189-207
- By Jeanette Toth, Bethanne Paulsrud
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13 - Ideology Versus Practice: Is There a Space for Pedagogical Translanguaging in Mother Tongue Instruction?
pp 208-225
- By Natalia Ganuza, Christina Hedman
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14 - Epilogue
pp 226-230
- By Bethanne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin
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Index
pp 231-234
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New Perspectives on Translanguaging and Education

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

Contributors
pp vii-ix

1 - Translanguaging as an Everyday Practice
pp 1-9

2 - Perspectives on Translanguaging in Education
pp 10-19

3 - Translanguaging and Ideology: Moving Away from a Monolingual Norm
pp 20-37

4 - Spaces for Translanguaging in Swedish Education Policy
pp 38-55

5 - Multilingual Young People as Writers in a Global Age
pp 56-71

6 - Pedagogies to Challenge Monolingual Orientations to Bilingual Education in the United States
pp 72-89

7 - Translanguaging and Social Justice: The Case of Education for Immigrants who are Deaf or Hard of Hearing
pp 90-107

8 - From Silencing to Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-school
pp 108-128

9 - Translanguaging Space and Spaces for Translanguaging: A Case Study of a Finnish-language Pre-school in Sweden
pp 129-147

10 - Unravelling Translanguaging: The Potential of Translanguaging as a Scaffold among Teachers and Pupils in Superdiverse Classrooms in Flemish Education
pp 148-169

11 - Negotiating Concepts and the Role of Translanguaging
pp 170-188

12 - Agency and Affordance in Translanguaging for Learning: Case Studies from English-medium Instruction in Swedish Schools
pp 189-207

13 - Ideology Versus Practice: Is There a Space for Pedagogical Translanguaging in Mother Tongue Instruction?
pp 208-225

14 - Epilogue
pp 226-230

Index
pp 231-234

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New Perspectives on Translanguaging and Education

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