Pedagogical Translanguaging. Cenoz, J., & Gorter, D. (2022). Cambridge University Press, 68 pages, ISBN: 978-1-009-01440-3.
DOI:
https://doi.org/10.30827/portalin.vi39.24641Keywords:
Pedagogical Translanguaging, Translanguaging, Language EducationAbstract
Translanguaging generally refers to the use of two or more languages consciously or unconsciously at the same time for communicative purposes in a multilingual context (Conteh, 2018). Pedagogical translanguaging is the teaching practice that utilizes various teacher-planned activities to foster language and content learning in classroom settings by activating all the linguistic knowledge students already possess (Cenoz & Gorter, 2022). In this connection, pedagogical translanguaging provides a theoretical and instructional approach to support the development of all the languages used by multilingual learners. More importantly, the strength of pedagogical translanguaging lies in its potential to inspire confidence and encourage participation in language classrooms. Because learners are allowed to take advantage of their entire linguistic repertoire to be fully engaged in the learning of a target language (Hirsu, Zacharias, & Futro, 2021). However, there are more things to consider than meets the eye for the implementation of pedagogical translanguaging.
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References
Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 003368822210827. https://doi.org/10.1177/00336882221082751
Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445–447. https://doi.org/10.1093/elt/ccy034
Hirsu, L., Zacharias, S., & Futro, D. (2021). Translingual arts-based practices for language learners. ELT Journal, 75(1), 22–32. https://doi.org/10.1093/elt/ccaa064
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