Talk:Translanguaging

=Opinions Stated as Facts=

Untitled
In general, this page seems to reflect the views of the authors read, yet these are closer to opinions than fact. I feel like the entire page could be re-written so as to indicate this (or in more neutral terms). For Example: "The development of translanguaging as a part of second language acquisition pedagogy signifies an ideological shift in bilingual and multilingual education systems..." Does it 'signify', or did someone say that it did? If so, who said it? That kind of thing. Nlky (talk) 17:18, 12 February 2019 (UTC)

There are a few sections that could be added to this stub, just some brainstorming:

=Origins of Translanguaging= I tried to add the origins of Translanguaging into the section titled "History," as I think Origins/History could cover the same fundamental material. The section still needs to be worked on and further added to though SMMAK709 (talk) 23:15, 26 April 2017 (UTC)
 * Springs from Dynamic Bilingualism, a theory that challenges subtractive and additive bilingualism

=Major Debates in Translanguaging=
 * Translanguaging is not code switching
 * Added a discussion of the differences between codeswitching and translanguaging, also the differences between diglossia and translanguaging SMMAK709 (talk) 23:37, 26 April 2017 (UTC)
 * actually, I think the bit about codeswitching should go in the introduction, so people don't have to read so far down before they understand the difference. It doesn't feel quite like a "debate" proper to me.  — Preceding unsigned comment added by SMMAK709 (talk • contribs) 01:34, 27 April 2017 (UTC)

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Chomskyan Influences
Canagarajah(2006) and MacSwan(2017) discuss the presence of deep structure as a reason why translanguaging should be incorporated into educational settings. It might be worth including?SMMAK709 (talk) 01:47, 27 April 2017 (UTC)

Translanguaging in an International Context

 * again, not sure what to call this section. Many academics talk about (Cushman, Seidlhofer, Brumfit, Canagarajah, MacSwan) the influences of language varieties in the international sphere, and how incorporating Translanguaging as a tool for international communication would make those commuicative acts easier for more people/speakers to participate in. I think that conversation needs to be included in this Wiki page. If anyone disagrees I am more than happy to discuss! SMMAK709 (talk) 00:53, 27 April 2017 (UTC)

=Translanguaging Pedagogy / Translanguaging in Education= Sev2109 (talk) 00:18, 29 November 2015 (UTC)

Sev2109 (talk) 00:21, 29 November 2015 (UTC)
 * Learners translanguage in order to mediate understandings among each other, construct meaning within themselves, include and exclude others, and demonstrate their knowledge. Teachers may leverage translanguaging in their pedagogy to involve and give voice, clarify, scaffold, enrich, reinforce, manage the classroom, cultivate metalinguistic awareness, and foster sociocritical literacies (García and Wei, 2014).


 * The following section "Translanguaging includes, but is not limited to code-switching. Code-switching is an external function where a speaker of more than one language switches fluidly between their languages, as opposed to translanguaging, which is an internal strategy by which they use all of their linguistic resources to communicate. It is believed to be useful in helping eradicate linguistic hierarchy in multilingual school settings.[5] Evaluating a student’s proficiency in a language differs from evaluating a student’s proficiency in language.[18] Limiting students to one language creates an unequal system for evaluating a bilingual student’s performance versus evaluating a monolingual student’s performance.[11]" is problematic. I might have missed it, but I didn't where in García's text she said that translanguaging includes but is not limited to code-switching. Much of the research cited on this page discusses how translanguaging is distinct from codeswitching. Additionally, this section is pretty repetitive. I am moving it here to the talk page so that if someone feels like it is a necessary inclusion, they can edit it up a bit and insert it back into the appropriate section. Furthermore, if this page is having a section about the debates in Translanguaging that involves a discussion of codeswitching, I think much of this section belongs in there (if it is added again). SMMAK709 (talk) 23:59, 26 April 2017 (UTC)

Simpler wording, please?
Translanguaging obviously isn’t for analphabetics, but still: Can’t we have a simpler wording, at least in the introduction? I’m not sure I understand the concept well enough, otherwise I’d put in something like this:

People with proficiency in several languages often don’t make a hard switch between them, but mix aspects from each as seems appropriate in a given situation. This making use of all one’s knowledge as a whole is called translanguaging. It reflects a different view on language use from the traditional one, where "language proficiency" is considered to indicate how well one knows each separate language, i.e. it is used on a language-by-language basis.--Geke (talk) 21:07, 14 April 2017 (UTC)
 * I've tried to make the introduction in particular more accessible to a wider audience. I still think some of the intro needs to be altered and added to though for more clarity and context. SMMAK709 (talk) 23:39, 26 April 2017 (UTC)

Future of Translanguaging
Perhaps this section should be added to include the discussion some scholars are having (Lagabaster & García; Canagarajah; Seidlhofer; Lewis, Jones, & Baker) about the ways in which educational systems need to change in order to better accommodate the incorporation of translanguaging pedagogy into their practices. If this fits into another section, or should be titled something else, please feel free, since I'm not quite sure what it should be called SMMAK709 (talk) 00:40, 27 April 2017 (UTC)

spaces, accident, and punctuation
That section title sounds much more comprehensive than it is. Sorry, but it was the best I could think of.

I made a bunch of very small changes in this article in a single edit. As near as I can tell or remember, they were of three kinds, which happen to sort neatly corresponding to their positions on the page: Which individual? If you read this sentence carefully, you'll see that it's ungrammatical. "Individual's" is a singular possessive form, referring to one individual. English has definite and indefinite articles ("the" and "a"/"an") and in many cases they are obligatory. This is such a case. If you saw "If individual is behaving wildly and irrationally, police officer may be justified in taking him or her off street for examination by doctor", you would be justified in supposing either that the sentence was written by a non-native speaker, perhaps a Russian, or that came from a list of regulations or other document that uses abbreviated language, rather like "headlinese" ("MAN BITES DOG; DOG COMPLAINS TO COP"). If the sentence in the article refers to a single person, it should say either " individual's cognition and social structures" or " individual's...". If it refers to people in general, it should use the plural possessive: "individual cognition and social structures".
 * 1) Adding spaces into templated references. Done with a little care, this has no effect on the page as it is displayed. I was editing on my smartphone, and whenalltheparametersofareferencearecrammedtogetherwithnospacesitisveryhardtoread,notleastbecausethelinebreaksarepurelydependentonthewidthofthewindowandarenohelpatallinreadingit. (= when all the parameters of a reference are crammed together with no spaces it is very hard to read, not least because the line breaks are purely dependent on the width of the window and are no help at all in reading it).
 * 2) Accident. Apparently I inserted "mg" at the end of one reference, clearly an error.
 * 3) Punctuation. This is the change I was editing for. The text of the bullet point was
 * 4) * the transformative capacity of translanguaging practices not only for language systems, but also individual's cognition and social structures

reverted my edit. Certainly my accidental "mg" needed removal, and I'm not complaining about the spaces. But the punctuation change is the same sort of edit that they describe themself as making:
 * My edits almost always involve correcting grammatical/formatting errors(e.g. inserting a single period/full stop or capitalizing a single letter) both extremely minor and glaringly obvious. I find it far more amusing than any vandalism possible. Thus, you may not be able to find a pattern in the articles I choose to edit. They may actually be random. Simply roll your eyes and move on.

(Me too.) So I'm restoring that one change.

--Thnidu (talk) 06:04, 22 November 2017 (UTC)
 * Hi ; I think there's been a slight mixup (possibly because the edit summary says "Reverted edits by Thnidu (talk) to last version by Me, Myself, and I are Here"?) – I did not perform the reversion; I believe Editor2020 did. Me, Myself &#38; I (☮) (talk) 06:27, 22 November 2017 (UTC)
 * Oops, right you are, . My goof. Fortunately, it makes no substantive difference. --Thnidu (talk) 10:12, 24 November 2017 (UTC)

Translanguaging vs. Translanguaging (in) Pedagogy
Let me start with a disclaimer: the word "translanguaging" has always annoyed me; it sounds like an attempt to assign a fancy name to s.t. we already know about (code switching and/or bilingualism). I came here to find out if I was wrong. I won't say what I've decided, but it seems to me like there's a fundamental problem with this page: it keeps switching back and forth between treating it as a linguistic phenomenon (sort of like code switching) and as a pedagogical method. This is apparent in the first two paras, but also throughout. The first para talks about "translanguaging" as a linguistic phenomenon, while the second para talks about it as something that happens in language pedagogy. If the second para came out and said that translanguaging has been found useful in the bilingual classroom, it would have been fine; but it seems instead to treat it as s.t. that only happens there, i.e. translanguaging is simply a pedagogical method.

Which is it? And once decided, someone who knows about it should IMO go through the page and rewrite things accordingly. Mcswell (talk) 23:32, 25 January 2019 (UTC)

Proposed Rewrite of the Lead
Hello, I am working on editing this page for a class. One of the issues I have found is that the lead section gets into many different topics related to translanguaging that would be better off latter in the article. Here is the proposed rewrite of the lead section. I want to update it in a few days, but I want to know what you all think first

Proposed Changes

Translanguaging can refer to a pedagogical process of utilizing more than one language within a classroom lesson or it can be used to describe they way bilinguals use their linguistic resources to make sense of and interact with the world around them. The term "translanguaging" was coined in the 1980s by Cen Williams (applied in Welsh as trawsieithu) in his unpublished thesis titled “An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education.” Williams used the term to describe the practice of using two languages in the same lesson, which differed from many previous methods of bilingual education that tried to separate languages by class, time, or day. However, the dissemination of the term, and of the related concept, gained traction decades later due in part to published research by Ofelia García, among others. Ofelia García use the term Translanguaging to refer process whereby multilingual speakers use their languages as an integrated communication system. In this context, translanguaging is an extension of the concept of languaging, the discursive practices of language speakers, but with the additional feature of using multiple languages, often simultaneously. It is a dynamic process in which multilingual speakers navigate complex social and cognitive demands through strategic employment of multiple languages. Translanguaging involves issues of language production, effective communication, the function of language, and the thought processes behind language use. The term is a result of bilingualism, who constitute most language communities in the world. This includes complex linguistic family dynamics, and the use of code-switching and how that usage relates to one's understanding of their own multilingualism. — Preceding unsigned comment added by Elsen.gregory (talk • contribs) 08:07, 8 November 2021 (UTC)

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Lead section
The article defines the topic and involves important information that focuses on theory to practical life. The introductory sentence clarifies the meaning from a pedagogical to a simple definition for easy understanding. The lead section includes a brief description of the article's main sections in the table of content, from the history of translanguaging to its use in different settings such as classrooms. The article explains all the information presented in the table of contents. However, some information is explained with simplicity leaving important information out. I think that the lead is concise, but it only refers to bilingualism rather than multilingualism. Translanguaging is the opportunity to use all linguistic repertoire to support understanding. For example, in trilingual families, learners can use multilingual clues to comprehend an understanding of specific content.

Content The article's content contains very interesting information about the topic. For example, it includes the use of translanguging in Deaf Culture. It also relates to contemporary speakers that defend this technique as a pedagogy tool, such as Ofelia Garcia.

A good Wikipedia article should cover all the important aspects of a topic without putting too much weight on one part while neglecting another. The content has been updated over time, and it includes articles that have been studied over the past five years. The article also presents practical examples to understand the topic with a simple image of a store banner and the implementation of many languages to attract more customers. Translaguaging has also been seen as a problem because some people do not accept that people with an accent or people using, for instance, Spanish and English simultaneously are competitive or smart enough. This equity gap is not mentioned in the article. Underrepresented populations also implement this technique based on the lack educational opportunities and exposure to work environment. (Lack of English)[1]

Tone and Balance The article presents many points of view, from pedagogical to cultural perspectives. I consider that the viewpoints represent the topic from different scenarios and do not try to pursue the reader in favor of a position. However, it mentions that "Making use of translanguaging in the classroom does not require the teacher to be bilingual," and I think that implementing this technique requires a certain level of understanding of the languages you are dealing with and their cultures to support learners.

Sources and References The article based on reliable sources such as a peer-review articles, "Translanguaging as a Practical Theory of Language by Wei Li (2018)" This article has developed the path to understand translaguaging as a theory of language[2]. However, the article only mentions some content from this source, and I think that more information could be added such as examples of translanguging and meaning from languages that use different types of alphabets. Additionally, the article also backs up by Ofelia García: Bilingual Education in the 21st Century: A Global Perspective.[3]; this is a peer-review article as well.

Organization and writing quality The overall article looks pretty organized. There are a few punctuation mistakes (Missing commas) and some repetition of words (variety). I did not detect any major grammatical or spelling errors. The article is straightforward to read. The main sections start with appropriate information to inform the reader and connect all the parts as one. It also has some complex vocabulary, such as "plurilingualism, ostracizes, and others."

Images and Media The images support an understanding of the topic's background. However, it would be interesting to see examples of actual conversations using translaguaging or pedagogical scenarios in a classroom. The images adhere to Wikipedia's copyright regulations, and the sources are listed on each image. There are only two images, and they are located in appropriate spaces,

Talk page discussion The talk page mentions that this article has not received a rate on the project's importance but has been rated as a class-start quality article. Complex vocabulary was also mentioned since Translanguaging is not a well-known word. There is also a proposal to rewrite the lead section based on the complexity of the meaning to support all readers.

Overall impressions I think that translanguaging is an approach that can only be supported by understanding a natural learning process. Children in multilingual families can understand all languages but at different levels; however, all learned languages support their understanding 100%. The article presents ideas from different scenarios; however, it could also benefit from adding more information regarding the cultural aspects and the mental process of learning a language as the emotional connection. — Preceding unsigned comment added by TeachingBox (talk • contribs) 04:05, 2 October 2022 (UTC)

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