Translanguaging pedagogy as seen through a critical literacy lens

IF 0.6 3区文学 0 LANGUAGE & LINGUISTICS

Southern African Linguistics and Applied Language Studies Pub Date : 2022-09-29 DOI:10.2989/16073614.2022.2077226

Vimbai Mbirimi-Hungwe

{"title":"Translanguaging pedagogy as seen through a critical literacy lens","authors":"Vimbai Mbirimi-Hungwe","doi":"10.2989/16073614.2022.2077226","DOIUrl":null,"url":null,"abstract":"Abstract This article examines the use of translanguaging pedagogy in a multilingual classroom through a critical literacy lens. The article focuses on the events leading to the collection of data for my PhD thesis. During this period, data was collected using first-year health care students who participated in translingual activities during a collaborative task. The set-up and the process of data collection involved a critical literacy stance. Issues of power of language and how language can position people as subjects could be observed, and ultimately the language politics of the classroom were evident. In the classroom where the study was conducted, students were required to be in translanguaging discussion groups. It was evident that those students who were in the majority due to them speaking a common language grouped together. Those who spoke the minority languages also grouped together. From these observations there was a clear indication of politics in that classroom. This political situation made those who were in the majority feel more powerful than those in the minority.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"469 - 480"},"PeriodicalIF":0.6000,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Southern African Linguistics and Applied Language Studies","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.2989/16073614.2022.2077226","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}

引用次数: 0

Abstract

Abstract This article examines the use of translanguaging pedagogy in a multilingual classroom through a critical literacy lens. The article focuses on the events leading to the collection of data for my PhD thesis. During this period, data was collected using first-year health care students who participated in translingual activities during a collaborative task. The set-up and the process of data collection involved a critical literacy stance. Issues of power of language and how language can position people as subjects could be observed, and ultimately the language politics of the classroom were evident. In the classroom where the study was conducted, students were required to be in translanguaging discussion groups. It was evident that those students who were in the majority due to them speaking a common language grouped together. Those who spoke the minority languages also grouped together. From these observations there was a clear indication of politics in that classroom. This political situation made those who were in the majority feel more powerful than those in the minority.

查看原文本刊更多论文

从批判性读写视角看译语教学法

摘要本文从批判性读写的角度探讨了跨语言教学法在多语言课堂中的应用。这篇文章主要讲述了我为博士论文收集数据的过程。在此期间，研究人员收集了一年级卫生保健专业学生的数据，这些学生在合作任务期间参加了翻译活动。数据收集的设置和过程涉及到批判性的读写立场。语言的力量以及语言如何将人定位为主体的问题可以被观察到，最终课堂的语言政治是显而易见的。在进行这项研究的教室里，学生们被要求参加跨语言讨论小组。很明显，那些因为说同一种语言而占多数的学生聚集在一起。说少数民族语言的人也聚集在一起。从这些观察中可以清楚地看出，那个教室里有政治的迹象。这种政治形势使占多数的人觉得自己比占少数的人更强大。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Southern African Linguistics and Applied Language Studies Multiple-

CiteScore

0.90

自引率

16.70%

发文量

期刊介绍： Southern African Linguistics and Applied Language Studies publishes articles on a wide range of linguistic topics and acts as a forum for research into ALL the languages of southern Africa, including English and Afrikaans. Original contributions are welcomed on any of the core areas of linguistics, both theoretical (e.g. syntax, phonology, semantics) and applied (e.g. sociolinguistic topics, language teaching, language policy). Review articles, short research reports and book reviews are also welcomed. Articles in languages other than English are accompanied by an extended English summary.