Volume 3, Issue 1 April 2020, pp. 1–10 Download PDF

Special Issue: Translanguaging as a Resource in Teaching and Learning

Introduction to the special issue

Julie Choi1, Mei French https://orcid.org/0000-0001-8883-24072, & Sue Ollerhead https://orcid.org/0000-0001-9905-07183

1 University of Melbourne, AUSTRALIA julie.choi@unimelb.edu.au
2 University of South Australia, AUSTRALIA mei.french@mymail.unisa.edu.au
3 Macquarie University, AUSTRALIA susan.ollerhead@mq.edu.au

DOI: https://doi.org/10.29140/ajal.v3n1.283


Abstract

Many teachers who see the multilingual and multicultural nature of society reflected in their classrooms seek inclusive and effective teaching strategies that go beyond conventional monolingually and monoculturally conceived approaches. Translanguaging, as communicative and cognitive practice which draws on a speaker's full multilingual repertoire, is a valuable resource for teaching and learning in contemporary linguistically diverse classrooms. When enacted in teaching and learning, translanguaging supports students not only to employ their full range of linguistic and cultural knowledge in the learning process to enable deeper and more connected understanding of content and language, but also contribute to the learning of their peers and teachers and bridge spaces between educational institutions, families and communities. This special issue addresses the role and use of translanguaging as a resource for students and teachers in a range of education settings including institutions and systems operating under a monolingual mindset (Clyne, 2008) in English-speaking countries including USA, UK, Canada, Australia and New Zealand. The studies present examples of practice from early childhood, primary, secondary and tertiary education settings, encompassing students from all walks of life in mainstream education, introductory language centres and heritage language classrooms. Discussion of multilingual and translanguaging practice, learning and pedagogy, case studies of linguistic and educational practice, and principles for translanguaging in teaching and learning will interest and inform educators in all roles, including teachers, teacher educators and researchers.



Copyright

© Julie Choi, Mei French, Sue Ollerhead

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Choi, J., French, M., & Ollerhead, S. (2020). Introduction to the special issue. Australian Journal of Applied Linguistics, 3(1), 1–10. https://doi.org/10.29140/ajal.v3n1.283


Related Articles:

Incorporating hypnotic suggestion into teacher education programs
Farshad Ghasemi
Australian Journal of Applied Linguistics Published: 31 December, 2019, Volume 2(3), 83–103. Download PDF


What makes students speak Japanese in immersion programs?
Kumiko Katayama, Kayoko Hashimoto
Australian Journal of Applied Linguistics Published: 31 December, 2019, Volume 2(3), 104–120. Download PDF


Voicing the academy
Davina Allison
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 102–117. Download PDF


Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 118–134. Download PDF


Incidental vocabulary learning through watching movies
Robert J. Ashcroft, Joseph Garner, Oliver Hadingham
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 135–147. Download PDF


The Council of Europe Reference Framework of Competences for Democratic Culture: Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 102–119. Download PDF


"I don't want to be stereotypical, but..." Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141. Download PDF


(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF


Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109. Download PDF


Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Paula Garrett-Rucks
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122. Download PDF