[Edling] trying to understand "translanguaging": yet another context
Hartmut Haberland
hartmut at ruc.dk
Thu Apr 28 19:19:12 UTC 2016
Well, Larry, I agree with you, but I am trying to make sense of using the term 'translanguaging' for something more specific. In my view, translanguaging should be different from ordinary code switching and also from what Gafaranga calls bi- (etc.) lingual medium (the use of two or more languages without the participants orienting to their use).
Starting of from what I thought was the original sense in a pedagogical context, I thought it would be a good idea to reserve 'translanguaging' for the strategic, reflected way of using resources from different languages (and in this case almost the opposite of Gafaranga's bilingual medium - or perhaps marking the other extreme of a continuum through different forms of code code switching).
Teachers trying to explain concepts in one language through reference to other languages, students with different linguistic backgrounds trying to make sense of a text not in any of their first languages by pooling their available resources would be excellent examples of something which is exactly not just any kind of code switching.
Now to my example of a Danish pre-EMI classroom (where some kind of translanguaging would occur almost by default) In 2002, I taught an introductory course to language analysis at a Danish university using the following texts:
1. Bertil Malmberg, excerpts from Sprogets mekanisme: Tegn og symboler (in Danish, translated from Swedish)
2. Roman Jakobson, Tegn og sprogsystem (in Danish, translated from German)
3. Arne Næss, Tolking (in Norwegian)
4. Per Linell, Språket och andra kommunikationssystem (in Swedish)
5. Erik Hansen, Den danske rigssprogsnorm (in Danish)
6. Roman Jakobson, Metasprog som lingvistisk problem (in Danish, translated from English)
7. Roman Jakobson, Linguistics and Poetics (in English)
8. Roger Fowler, Power (in English)
9. Helga Kotthoff, So nah und doch so fern. Deutsch-amerikanische pragmatische Unterschiede in universitären Milieus (in German).
The teaching language was Danish and the texts that were used in teaching were in Danish, Norwegian, Swedish, English and German.
in 2008, I had to revise this course for an international program, where many more first languages were represented among the students, but where I couldn't assume that they shared any language other than English. So the texts I used were the following:
1. excerpts from Arne Næss, Communication and argument (same text as above in Næss’ own translation)
2. Roman Jakobson, Linguistics and poetics (same text as in 2002)
3. Hartmut Haberland, Written and spoken language: relationship (an entry from the Encyclopedia of Language and Linguistics)
4. excerpts from Jacob Mey, When voices clash
5. Roger Fowler, Power (as in 2002)
6. Horace Miner, Body Ritual among the Nacirema
7. Maribel Blasco, Stranger than the birds in our garden?
What has been lost was the possibility of doing translanguaging in the sense I suggested by discussing the relationship of concepts in, e.g., Danish and English. (This example has been taken from a paper by Anne H. Fabricius, Janus Mortensen and myself recently published on-line in Higher Education, DOI 10.1007/s10734-015-9978-3.)
I hope this answered your questions at least in part.
Best, Hartmut
________________________________
Fra: edling-bounces at bunner.geol.lu.se [edling-bounces at bunner.geol.lu.se] på vegne af Larry Selinker [larry.selinker at nyu.edu]
Sendt: 21. april 2016 16:12
Til: The Educational Linguistics List
Emne: [Edling] trying to understand "translanguaging": yet another context
oh my, i thought i knew of all the possible
contexts and
situations that "translanguaging" intended to cover (i will continue to use scare quotes til i know what it is), but there is Hartmut bringing up one
more context
that NEVER occurred to me: text
books in different languages.
there is an academic principle here of great importance which i implied in my last message:
if one wants clarity in concepts, one must be clear on the limited domains covered.
one cannot cover everything and
too many domains seems always to lead to vacuousness and takes away from understanding, never mind wisdom. thus, the number and types of domains to be covered must be stated upfront.
the discussion continues.
harmut, i was
intrigued
by this statement, which i hope you will clarify:
>
what counts is not how many languages are present in the university classroom (far more than before) but how many shared languages are available (often only English).
why do you believe that? do you have any evidence?
but more important to this discussion,
doesn't your statement go against the "translanguaging" ethos?,
i.e. in the "translanguaging context", as i understand it in my limited way, one should avoid referring to discrete languages cos the practices involved in bilingualism are more dynamic with participants using whatever resources they have in trying to communicate or, as Mim elegantly said:
> t
he focus on using all resources to make meaning
i think garcia is really adamant on that point in the g
rosjean
interview i referred to last message. and wonder how you relate to this central point, the assertion being that discreteness is artificial and out the window.
What is Translanguaging? An interview with Ofelia García Posted Mar 02, 2016
https://www.psychologytoday.com/blog/life-bilingual/201603/what-is-translanguaging
Best,
Cheers,
Larry
Larry Selinker
ls110 at nyu.edu<mailto:ls110 at nyu.edu>
http://www.researchproductionassociates.com/
On Thu, Apr 21, 2016 at 5:40 AM, Hartmut Haberland <hartmut at ruc.dk<mailto:hartmut at ruc.dk>> wrote:
I agree with Larry that we have to make clear what we mean by that elusive term, and of course also with Peter
("it seems most people using it are trying to capture Garcia’s notion of a post-structural approach to looking at multilingual repertoires through language practice").
It is important for me to insist that translanguaging is something quite different from polylanguaging and that the practice of teaching in one language (e.g. Danish) while using textbooks and other material in other languages (like, in Denmark, Danish, Norwegian, Swedish, English and German) was a form of translanguaging widely practiced until the '90. The success of EMI did stop that for teaching in English - not because there is anything wrong with teaching in English in an non-English-speaking country, but because under conditions of internationalization, what counts is not how many languages are present in the university classroom (far more than before) but how many shared languages are available (often only English). This is Taina Saarinen and Tarja Nikula's paradox of internationalization. (See also the paper by Fabricius, Mortensen and myself on "The lure of internationalization" now available on-line in Higher Education.)
Hartmut Haberland
________________________________
Fra: edling-bounces at bunner.geol.lu.se<mailto:edling-bounces at bunner.geol.lu.se> [edling-bounces at bunner.geol.lu.se<mailto:edling-bounces at bunner.geol.lu.se>] på vegne af Larry Selinker [larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>]
Sendt: 21. april 2016 03:28
Til: The Educational Linguistics List
Emne: Re: [Edling] trying to understand "translanguaging", continued
thank you so much, peter, for sharing this info on AAAL and the debates there.
notice how many goals and purposes are out there. if this concept is hard to pin down,then what are people applying and why?
So, we can agree that "translanguaging" is being used in a number of different ways that may not be compatible?
if so, this must mean that there is no one unique "
translanguaging perspective
" that can be applied, the danger being that the concept becomes so amorphous that it becomes vacuuous.
now,
why is the concept popular?
will this last? or, will it become the flavor of the day?
so, for that not to happen, then some things are necessary:
1. whenever it is used, that person must say what they mean by the concept.
2. look for commonalities in all the variants.
3. and, of course, distinguishing features of the variant approaches.
basically,
trying to pin it down, let me suggest some common characteristics; please tell me if these make sense and feel free to add:
- - all the variant approaches
are interested in linguistic
practices as opposed to linguistic systems
- - all the variant approaches thus g
o for dynamism as opposed to static linguistic systems.
so, what has come before is too static for the various goals. all that work cannot be totally useless. what is being drawn upon from prior work to cover all these dynamic contexts?
well, let's try to get some clarity.
Best,
Cheers,
Larry
Larry Selinker
ls110 at nyu.edu<mailto:ls110 at nyu.edu>
http://www.researchproductionassociates.com/
On Wed, Apr 20, 2016 at 4:45 PM, Peter Sayer <peter.sayer at utsa.edu<mailto:peter.sayer at utsa.edu>> wrote:
At AAAL in Florida a few weeks ago there were at least 3 symposia dealing with multilingualism in the classroom, many from a translanguaging perspective, which followed several symposia and papers from last year’s conference on translanguaging, and including a lively debate about the differences between code-switching and translanguaging framework. To answer the “many ways” part of Larry’s comment: the translanguaging work has included looking at bilingual K-12 classrooms, but also heritage language schools, higher education settings, academic second language writing, as well as looking at it from an interactional perspective of what students in classroom do to negotiate academic content, from the teacher’s perspective of how she more effectively draws on students’ multilingual resources; it’s also been used to look at multilingual workspaces, transnationals’ social media posts, as so forth.
I agree that the term is being used in a variety of ways that aren’t always consistent with each other (as with any newer concept, and hence those questioning if the term is really needed if “code-switching” still does perfectly well), but generally it seems most people using it are trying to capture Garcia’s notion of a post-structural approach to looking at multilingual repertoires through language practice – which therefore includes but is broader than code-switching (and like most po-mo concepts quite hard to pin down).
From: <edling-bounces at bunner.geol.lu.se<mailto:edling-bounces at bunner.geol.lu.se>> on behalf of Larry Selinker <larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>>
Reply-To: "larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>" <larry.selinker at nyu.edu<mailto:larry.selinker at nyu.edu>>, The Educational Linguistics List <edling at bunner.geol.lu.se<mailto:edling at bunner.geol.lu.se>>
Date: Monday, April 18, 2016 at 8:25 PM
To: The Educational Linguistics List <edling at bunner.geol.lu.se<mailto:edling at bunner.geol.lu.se>>
Subject: Re: [Edling] Urgent question from bilingual teacher
sorry, i have no knowledge on this, but something peter mentioned did intrigue me:
> Anne Marie mentions the concept is being used in many ways recently,
i did see a message from Anne Marie but did not see mention of these "many ways". i must confess i have had trouble getting a clear idea of this concept from the vast and growing literature. i would really like to know what are the many ways that the concept is being used, either from Peter or Anne Marie.
Best,
Cheers,
Larry
Larry Selinker
ls110 at nyu.edu<mailto:ls110 at nyu.edu>
http://www.researchproductionassociates.com/
On Mon, Apr 18, 2016 at 5:25 PM, Miriam E Ebsworth <mee1 at nyu.edu<mailto:mee1 at nyu.edu>> wrote:
Dear Peter,
Thank you for your thoughts and for taking the time and trouble to share them.
I'll forward them to the teacher.
Sincerely,
Miriam
Miriam Eisenstein Ebsworth, PhD
Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies
NYU Steinhardt,
316 East Building
New York, NY 10003
Research Editor: Journal of Writing and Pedagogy
Chair, NABE Research SIG Advisory Board
Co-chair, ELL Think Tank
office phone: (212) 998-5195<tel:%28212%29%20998-5195>
office fax: (212) 995-3636<tel:%28212%29%20995-3636>
On Mon, Apr 18, 2016 at 3:15 PM, Peter Sayer <peter.sayer at utsa.edu<mailto:peter.sayer at utsa.edu>> wrote:
Ofelia Garcia’s (2009) Bilingual Education in the 21 Century is a good comprehensive text and has a clear explanation of translanguaging, though as Anne Marie mentions the concept is being used in many ways recently, and also harkens back to earlier bilingual approaches to bilingual ed such as Jacobson’s (1980s) “New Concurrent” approach which advocated the teacher’s use of purposeful and strategic language mixing.
About the positioning of above-below vs. side-to-side: I’m not aware of any work on this specific aspect of language positioning, but would say from a (1) linguistic perspective, it makes good sense to put a particular sentence in one language above another so that students can more clearly see how syntactic and lexical elements line up. However, from a (2) language valorization perspective, the problem the observer may have had was not above-below per se, but rather that English was positioned ABOVE Spanish, which may be seen as implicitly reinforcing the subordinate position of the minoritized language. In that case, positioning the languages side by side represents them on more equal footing (or even use above/below, but put Spanish on top). Or maybe the observer was just being cranky… but kudos to the teacher for taking the critique seriously and following up.
- peter.-
From: <edling-bounces at bunner.geol.lu.se<mailto:edling-bounces at bunner.geol.lu.se>> on behalf of anne marie devlin <anne_mariedevlin at hotmail.com<mailto:anne_mariedevlin at hotmail.com>>
Reply-To: The Educational Linguistics List <edling at bunner.geol.lu.se<mailto:edling at bunner.geol.lu.se>>
Date: Monday, April 18, 2016 at 9:04 AM
To: The Educational Linguistics List <edling at bunner.geol.lu.se<mailto:edling at bunner.geol.lu.se>>
Subject: Re: [Edling] Urgent question from bilingual teacher
Miriam
Current research is coming out strongly in favour of 'translanguaging' where code switching is seen as a benefit to learners rather than a sign of lack of acquisition.
I'm not at my desk and don't have access to references at the moment, but a google search should bring up some interesting findings to support your colleagues approach.
Hope that helps
Anne Marie
________________________________
Date: Mon, 18 Apr 2016 07:29:35 -0500
From: mee1 at nyu.edu<mailto:mee1 at nyu.edu>
To: francis.hult at englund.lu.se<mailto:francis.hult at englund.lu.se>; edling at bunner.geol.lu.se<mailto:edling at bunner.geol.lu.se>
Subject: [Edling] Urgent question from bilingual teacher
Dear Colleagues,
A grad of one of our programs is a bilingual (Spanish) social studies teacher in New York City, with 11 years of teaching experience.
The teacher received a super-critical review of a class observation from somebody outside the school who observed a single lesson. The observer knew nothing in advance about the teacher's curriculum or approach; there had been no communication with the teacher in advance of the observation. After having written a scathing observation report, the observer refused to have a conversation with the teacher, who sought politely to explain their perspective and try to understand better the nature of the critique.
The teacher has requested input on one issue in particular:
At the top of the lesson, the teacher had written a guiding question in English with the Spanish version directly underneath.
The teacher, as I understand it, sought to have the students first try to understand the text in English, then read it in Spanish, and using all linguistic resources make meaning out of the question. (And ultimately, the students will be tested in English.)
One of the many criticisms in the observation report was that the English and Spanish versions should have appeared side by side rather than one above the other. The teacher is perplexed.
While the teacher's explanation makes sense to me, I have been asked whether there is any objective guidance available from the research on best practices to advocate for EITHER of the 2 approaches (2 languages side by side versus one above the other).
Thank you in advance for sharing your perspective. I'll pass it on.
Sincerely,
Miriam
Miriam Eisenstein Ebsworth, PhD
Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies
NYU Steinhardt,
316 East Building
New York, NY 10003
Research Editor: Journal of Writing and Pedagogy
Chair, NABE Research SIG Advisory Board
Co-chair, ELL Think Tank
office phone: (212) 998-5195<tel:%28212%29%20998-5195>
office fax: (212) 995-3636<tel:%28212%29%20995-3636>
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