Multilingual Perspectives on Translanguaging

Erscheinungsjahr 2022
ISBN: 978-1-80041-567-6
Verlag: Multilingual Matters

Buch, Englisch, 368 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 591 g

This book brings together a broad, interdisciplinary group of leading scholars to critically assess a recent proposal within translanguaging theory called deconstructivism: the view that discrete or ‘named’ languages do not exist. Contributors explore important topics in relation to the deconstructivist turn in translanguaging, including epistemology, language ideology, bilingual linguistic competence, codeswitching, bilingual first language acquisition, the neurolinguistics of bilingualism, the significance of language naming to Indigenous language reclamation efforts, implications for bilingual education and language rights, and the effects of translanguaging on immersion programs for endangered languages. Contributing authors converge on support for a multilingual perspective on translanguaging which affirms the pedagogical and conceptual aims of translanguaging but rejects deconstructivism. The book makes a valuable contribution to the development of translanguaging theory and will be required reading for scholars and students interested in one of the most vibrant and vital debates in contemporary applied linguistics.

Autoren/Hrsg.

Macswan, Jeff

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition
• Geisteswissenschaften Sprachwissenschaft Soziolinguistik
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Contributors

Preface: Jeff MacSwan

Chapter 1. Jeff MacSwan: Introduction: Deconstructivism – A Reader’s Guide

Part 1: Inter-speaker Language Variation

Chapter 2. Vivian Cook: Multi-competence and Translanguaging

Chapter 3. James Paul Gee: Experience Coding and Linguistic Variation

Part 2: Codeswitching

Chapter 4. Jeff MacSwan: Codeswitching, Translanguaging and Bilingual Grammar

Chapter 5. Peter Auer: 'Translanguaging' or 'Doing Languages'? Multilingual Practices and the Notion of 'Codes'

Chapter 6. Rakesh M. Bhatt & Agnes Bolonyai: Codeswitching and its Terminological Other – Translanguaging

Part 3: Psycholinguistics

Chapter 7. Fred Genesee: Evidence for Differentiated Languages from Studies of Bilingual First Language Acquisition

Chapter 8. Rebecca A. Marks, Teresa Satterfield and Ioulia Kovelman: Integrated Multilingualism and Bilingual Reading Development

Part 4: Language Policy

Chapter 9. Sheilah E. Nicholas and Teresa L. McCarty: To 'Think in a Different Way' – A Relational Paradigm for Indigenous Language Rights

Chapter 10. Terrence G. Wiley: The Grand Erasure: Whatever Happened to Bilingual Education and Language Minority Rights?

Part 5: Practice

Chapter 11. Joanna McPake and Diane J. Tedick: Translanguaging and Immersion Programs for Minoritized Languages at Risk of Disappearance: Developing a Research Agenda

Chapter 12. Christian J. Faltis: Understanding and Resisting Perfect Language and Eugenics-based Language Ideologies in Bilingual Teacher Education

Stephen May: Afterword: The Multilingual Turn, Superdiversity and Translanguaging – The Rush from Heterodoxy to Orthodoxy

Index

Über Autor(innen)

Macswan, Jeff
Jeff MacSwan is Professor of Applied Linguistics and Language Education and Professor of Neuroscience and Cognitive Science at the University of Maryland, USA. His research focuses on the linguistic study of bilingualism and codeswitching (or language alternation) and the implications for multilingual students in education. His recent books include Multilingual Perspectives on Translanguaging (Multilingual Matters, 2022) and Codeswitching in the Classroom (with Christian J. Faltis, Routledge, 2020).

Jeff MacSwan is Professor of Applied Linguistics and Language Education at the University of Maryland, USA. He is also Professor of Neuroscience and Cognitive Science, and affiliate Professor in the Department of Linguistics, the Center for the Advanced Study of Language, and the Maryland Language Science Center. His research focuses on the linguistic study of bilingualism and codeswitching (or language alternation), and its implications for theories about the role of language in educational settings for multilingual students.