Abstract
AbstractTeaching English has traditionally been associated with a monolingual bias and the exclusive use of English in the classroom is highly recommended in different countries. Nowadays English is widely used to teach academic content and this strict separation of languages can be problematic because it prevents students from using resources they have previously acquired in other languages (Cenoz & Gorter, 2015; Kubota, 2018). In this article we discuss ‘pedagogical translanguaging’ understood as intentional instructional strategies that integrate two or more languages and aim at the development of the multilingual repertoire as well as metalinguistic and language awareness. Pedagogical translanguaging considers learners as emergent multilinguals who can use English and other languages depending on the social context. Their linguistic resources are valued and learners are not seen as deficient users of English but as multilingual speakers.
Highlights
Translanguaging is a concept that has gained currency in the last years
In this paper we have focused on multilingual ideologies and translanguaging for pedagogical purposes
As it has already been seen, the study of world Englishes and the study of translanguaging are linked to multilingual ideologies and share some characteristics
Summary
Translanguaging is a concept that has gained currency in the last years It reflects the shift from monolingual ideologies in the study of multilingual education to multilingual ideologies and dynamic views of multilingualism. Both translanguaging and world Englishes can be regarded as ‘bottom-up’ because they highlight the role of the real multilingual speaker and the way s/he communicates rather than considering the speaker as deficient when evaluated against the yardstick of monolingual standards based on specific varieties of English or other languages. The aim of this paper is to discuss how multilingual approaches and pedagogical translanguaging can be positive for students to develop their language awareness and to value different home and school languages. The concepts of the multilingual speaker, the whole linguistic repertoire and the social context will be discussed as related to some world Englishes perspectives. The discussion brings together translanguaging perspectives and world Englishes and outlines the need for future collaboration between the two approaches
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