Translanguaging and English as a Lingua Franca in the Plurilingual Classroom

by Anna Mendoza

Overview

This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.

Product Details

ISBN-13:	9781800413429
Publisher:	Channel View Publications
Publication date:	03/09/2023
Series:	Bilingual Education & Bilingualism , #137
Pages:	232
Product dimensions:	6.15(w) x 9.20(h) x 0.50(d)

About the Author

Anna Mendoza is Assistant Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign, USA. Her research interests include translanguaging, code-switching and multilingualism in English-medium secondary schools.

Table of Contents

Acknowledgments
Figures and Tables
Excerpts
Transcription Conventions
Jeff MacSwan: Foreword

Chapter 1. Introduction

Chapter 2. Theoretical Constructs and Multilingual Practices in K–12 Education                   

Chapter 3. Research Context, Methods and Data Collection and Analysis                

Chapter 4. ‘Sheltered’ English 9: Multilingual Majorities, Minorities, Singletons, Newcomers and Old-Timers 

Chapter 5. ESL 9/10: Connecting Translanguaging and Critical Language Awareness            

Chapter 6. Identity Trajectories of Individual Students: Multidialectal Translanguaging and Expanded Notions of ‘Academic’ Literacy             

Chapter 7. Discussion and Pedagogical Implications

Chapter 8. Conclusion           

Appendices        

References 

Editorial Reviews

Mendoza's book weaves together a variety of sociolinguistic lenses to delve into teacher-student interactions in English-medium classrooms in Hawaii. It offers insights into how classroom translanguaging could be framed: with, as Mendoza puts it, attention to equity, criticality, and safety for all students.

Kate Seltzer

This book delivers a powerful message about the benefits and challenges of classroom multilingualism, based on the Hawaiian concept of HĀ, with an eye toward ensuring that all students’ strengths are considered to create and sustain a caring multilingual classroom community. There is so much to learn from this extraordinary work.

Christian Faltis

Excellent classroom research that speaks to important issues of equity and social justice. The author makes theoretical and empirical analysis such a delight to read and a source of insights to inspire a whole next generation of teachers, researchers and teacher educators in plurilingual and pluricultural settings.

Angel M. Y. Lin

Mendoza's book weaves together a variety of sociolinguistic lenses to delve into teacher-student interactions in English-medium classrooms in Hawaii. It offers insights into how classroom translanguaging could be framed: with, as Mendoza puts it, attention to equity, criticality, and safety for all students.

Excellent classroom research that speaks to important issues of equity and social justice. The author makes theoretical and empirical analysis such a delight to read and a source of insights to inspire a whole next generation of teachers, researchers and teacher educators in plurilingual and pluricultural settings.

This book delivers a powerful message about the benefits and challenges of classroom multilingualism, based on the Hawaiian concept of HĀ, with an eye toward ensuring that all students' strengths are considered to create and sustain a caring multilingual classroom community. There is so much to learn from this extraordinary work.

Mendoza's book weaves together a variety of sociolinguistic lenses to delve into teacher-student interactions in English-medium classrooms in Hawaii. It offers insights into how classroom translanguaging could be framed: with, as Mendoza puts it, attention to equity, criticality, and safety for all students.

-- "Kate Seltzer, Rowan University, USA"

Excellent classroom research that speaks to important issues of equity and social justice. The author makes theoretical and empirical analysis such a delight to read and a source of insights to inspire a whole next generation of teachers, researchers and teacher educators in plurilingual and pluricultural settings.-- "Angel M. Y. Lin, Simon Fraser University, Canada"

This book delivers a powerful message about the benefits and challenges of classroom multilingualism, based on the Hawaiian concept of HĀ, with an eye toward ensuring that all students' strengths are considered to create and sustain a caring multilingual classroom community. There is so much to learn from this extraordinary work.-- "Christian Faltis, Texas A&M International University, USA"

From the Publisher

Anna Mendoza’s book is an invitation not only to languaging but to translanguaging in a world of responsibility in the search for total well-being [...] This book sends a powerful message about the benefits, challenges and possibilities of classroom practices to foster the promotion of funds of knowledges, especially for marginalized communities with an immigrant or refugee background.

Yecid Ortega