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This book examines translanguaging as a resource which can disrupt the privileging of particular voices, and a social practice which enables collaboration within and across groups of people. Addressing the themes of collaboration and transformation, the chapters critically examine how people work together to catalyse change in diverse global contexts, experiences and traditions. The authors suggest an epistemological and methodological turn to the study of translanguaging, which is particularly reflected in the collaborative, arts-based and action research/activist approaches followed in the chapters. The book will be of particular interest to scholars using ethnographic, critical and collaborative action and activist research approaches to the study of multilingualism in educational and creative arts contexts.
This collection of studies constitutes a ground-breaking move towards a much better understanding of translanguaging and its transformative potential in education. The highly creative collaborative projects reported provide a sound empirical basis and clear models for pedagogic intervention that challenge traditional ideas about language and communication.
Emilee Moore is a Serra Húnter Fellow (Assistant Professor) at the Universitat Autònoma de Barcelona, Spain. She co-convenes the AILA Research Network on Creative Inquiry in Applied Linguistics.
Jessica Bradley is a Lecturer in Literacies in the School of Education, University of Sheffield, UK. She co-convenes the AILA Research Network on Creative Inquiry in Applied Linguistics.
James Simpson lectures in Language Education at the School of Education, University of Leeds, UK. He is the co-author of ESOL: A Critical Guide (OUP, 2008, with Melanie Cooke), the editor of The Routledge Handbook of Applied Linguistics (2011), and the co-editor of three further books.
Ofelia García: Foreword: Co-labor and Re-Performances
Jessica Bradley, Emilee Moore and James Simpson: Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities
Part I: Collaborative Relationships
Mike Baynham: Comment on Part I: Collaborative Relationships
Chapter 1. Margaret R. Hawkins: Toward Critical Cosmopolitanism: Transmodal Transnational Engagements of Youth
Chapter 2. James Simpson: Translanguaging in ESOL: Competing Positions and Collaborative Relationships
Chapter 3. Sari Pöyhönen, Lotta Kokkonen, Mirja Tarnanen and Maija Lappalainen: Belonging, Trust and Relationships: Collaborative Photography with Unaccompanied Minors
Chapter 4. Camilo Ballena, Dolors Masats and Virginia Unamuno: The Transformation of Language Practices: Notes from the Wichi Community of Los Lotes (Chaco, Argentina)
Part II: Collaborative Processes
Adrian Blackledge: Comment on Part II: Collaborative Processes
Chapter 5. Joëlle Aden and Sandrine Eschenauer: Translanguaging: An Enactive-Performative Approach to Language Education
Chapter 6. Jane Andrews, Richard Fay, Katja Frimberger, Gameli Tordzro and Tawona Sitholé: Theorising Arts-Based Collaborative Research Processes
Chapter Seven. Jessica Bradley and Louise Atkinson: Translanguaging as Bricolage: Meaning Making and Collaborative Ethnography in Community Arts
Chapter 8. Emilee Moore and Ginalda Tavares: Telling the Stories of Youth: Co-Producing Knowledge across Social Worlds
Part III: Collaborative Outcomes
Zhu Hua and Li Wei: Comment on Part III: Collaborative Outcomes
Chapter 9. Lou Harvey: Entangled Trans-ing: Co-Creating a Performance of Language and Intercultural Research
Chapter 10. Kendall A. King and Martha Bigelow: The Hyper-Local Development of Translanguaging Pedagogies
Chapter 11. Júlia Llompart-Esbert and Luci Nussbaum: Collaborative and Participatory Research for Plurilingual Language Learning
Chapter 12. Claudia Vallejo Rubinstein: Translanguaging as Practice and as Outcome: Bridging across Educational Milieus through a Collaborative Service-Learning Project
Angela Creese: Afterword: Starting from the Other End