Volume 3, Issue 1 April 2020, pp. 42–59
Special Issue: Translanguaging as a Resource in Teaching and Learning
Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom
Translanguaging highlights an interconnected use of languages and other semiotic resources for communication and knowledge construction. Everyday communicative practices involve processes of resemiotization (Iedema, 2003) or transmediation (Suhor, 1984), whereby one discourse or semiotic resource is transformed into another mode or a mixture of modes in time and space, mobilizing and rendering new ways of knowing, being and acting. Translanguaging pedagogy hence values the dynamic integration of languages, including the languages of arts for creative and critical learning. Translanguaging and/or transmediation of embodied semiotic resources, linguistic, visual or aural, gestural, etc. help disrupt the traditional logo- and verbo-centric notion of critical literacy (Janks, 2002) that privileges rational textual critique over aesthetic or emotional engagements. Such a trans-systemic approach challenges most deficit-oriented second language classrooms where critical literacy and/or expressive arts are often considered beyond language learners' abilities. Elaborating on a university-school participatory action research study, this article showcases the use of coordinated translanguaging pedagogy in an English-French bilingual classroom whereby the two language teachers collaborated flexibly to provide target language models while crafting a translanguaging space (Li, 2017) for multidirectional, pluriliterate meaning-making possibilities. Engaging children in a yearlong inquiry into the issue of refugees, the class read and discussed related literature in both languages while integrating visual arts to deepen understanding. Results show these embodied multimodal engagements opened up aesthetic spaces for students to be affected and to affect (Ahmed, 2010) others through their expressive arts, affording an alternative avenue of critical awareness and engagement that deepened reflexivity and civic empathy.
© Sunny Man Chu Lau
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Lau, S.M.C. (2020). Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom. Australian Journal of Applied Linguistics, 3(1), 42–59. https://doi.org/10.29140/ajal.v3n1.299
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
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.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.