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<div style="direction: ltr;font-family: Tahoma;color: #000000;font-size: 10pt;">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).
<div>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).</div>
<div>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.</div>
<div>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:</div>
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1. Bertil Malmberg, excerpts from <i>Sprogets mekanisme: Tegn og symboler</i> (in Danish, translated <span style="font-size: 9.5px;">from Swedish)</span></p>
<p style="margin-right: 0px; margin-left: 0px; font-size: 9.5px; line-height: normal; font-family: Times;">
2. Roman Jakobson, <i>Tegn og sprogsystem</i> (in Danish, translated from German)</p>
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3. Arne Næss, <i>Tolking</i> (in Norwegian)</p>
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4. Per Linell, <i>Språket och andra kommunikationssystem</i> (in Swedish)</p>
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5. Erik Hansen, <i>Den danske rigssprogsnorm</i> (in Danish)</p>
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6. Roman Jakobson, <i>Metasprog som lingvistisk problem</i> (in Danish, translated from <span style="font-size: 9.5px;">English)</span></p>
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7. Roman Jakobson, <i>Linguistics and Poetics</i> (in English)</p>
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8. Roger Fowler, <i>Power</i> (in English)</p>
<p style="margin-right: 0px; margin-left: 0px; font-size: 9.5px; line-height: normal; font-family: Times;">
9. Helga Kotthoff, <i>So nah und doch so fern. Deutsch-amerikanische pragmatische </i><span style="font-size: 9.5px;"><i>Unterschiede in universitären Milieus</i> (in German).</span></p>
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<div>The teaching language was Danish and the texts that were used in teaching were in Danish, Norwegian, Swedish, English and German.</div>
<div>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:</div>
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1. excerpts from Arne Næss, <i>Communication and argument</i> (same text as above in Næss’ <span style="font-size: 9.5px;">own translation)</span></p>
<p style="margin-right: 0px; margin-left: 0px; font-size: 9.5px; line-height: normal; font-family: Times;">
2. Roman Jakobson, <i>Linguistics and poetics</i> (same text as in 2002)</p>
<p style="margin-right: 0px; margin-left: 0px; font-size: 9.5px; line-height: normal; font-family: Times;">
3. Hartmut Haberland, <i>Written and spoken language: relationship</i> (an entry from the <span style="font-size: 9.5px;">Encyclopedia of Language and Linguistics)</span></p>
<p style="margin-right: 0px; margin-left: 0px; font-size: 9.5px; line-height: normal; font-family: Times;">
4. excerpts from Jacob Mey, <i>When voices clash</i></p>
<p style="margin-right: 0px; margin-left: 0px; font-size: 9.5px; line-height: normal; font-family: Times;">
5. Roger Fowler, <i>Power</i> (as in 2002)</p>
<p style="margin-right: 0px; margin-left: 0px; font-size: 9.5px; line-height: normal; font-family: Times;">
6. Horace Miner, <i>Body Ritual among the Nacirema</i></p>
<p style="margin-right: 0px; margin-left: 0px; font-size: 9.5px; line-height: normal; font-family: Times;">
7. Maribel Blasco, <i>Stranger than the birds in our garden?</i></p>
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<div>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, <font size="2">DOI 10.1007/s10734-015-9978-3.)</font></div>
<div><font size="2">I hope this answered your questions at least in part.</font></div>
<div><font size="2">Best, Hartmut</font></div>
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<div id="divRpF855857" style="direction: ltr;"><font face="Tahoma" size="2" color="#000000"><b>Fra:</b> edling-bounces@bunner.geol.lu.se [edling-bounces@bunner.geol.lu.se] på vegne af Larry Selinker [larry.selinker@nyu.edu]<br>
<b>Sendt:</b> 21. april 2016 16:12<br>
<b>Til:</b> The Educational Linguistics List<br>
<b>Emne:</b> [Edling] trying to understand "translanguaging": yet another context<br>
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<div dir="ltr"><b>oh my, i thought i knew of all the possible
<div class="gmail_default" style="color:rgb(0,0,0); display:inline">contexts and </div>
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
<div class="gmail_default" style="color:rgb(0,0,0); display:inline">more context </div>
that NEVER occurred to me: text
<div class="gmail_default" style="color:rgb(0,0,0); display:inline">books in different languages.</div>
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<div class="gmail_default" style="color:rgb(0,0,0); display:inline">there is an academic principle here of great importance which i implied in my last message: </div>
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<div class="gmail_default" style="color:rgb(0,0,0); display:inline">if one wants clarity in concepts, one must be clear on the limited domains covered.</div>
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<div class="gmail_default" style="color:rgb(0,0,0); display:inline">one cannot cover everything and </div>
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<div class="gmail_default" style="display:inline">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.</div>
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<div class="gmail_default" style="color:rgb(0,0,0); display:inline">the discussion continues. </div>
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<div class="gmail_default" style="color:rgb(0,0,0); display:inline">harmut, i was </div>
</font></b><font color="#000000"><b>intrigued</b></font><b><font color="#000000">
<div class="gmail_default" style="display:inline"> by this statement, which i hope you will clarify: </div>
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<div class="gmail_default" style="display:inline">> </div>
</font></b><span style="color:rgb(0,0,0); font-family:Tahoma; font-size:13.3333px">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).</span><span style="color:rgb(0,0,0); font-family:Tahoma; font-size:13.3333px"> </span></div>
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<div class="gmail_default" style="display:inline">why do you believe that? do you have any evidence?</div>
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<div class="gmail_default" style="display:inline">but more important to this discussion, </div>
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<div class="gmail_default" style="display:inline">doesn't your statement go against the "translanguaging" ethos?, </div>
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<div class="gmail_default" style="display:inline">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: </div>
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<div class="gmail_default" style="display:inline">> t</div>
</font></b><span style="font-size:12.8px">he focus on using all resources to make meaning</span></div>
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<div class="gmail_default" style="display:inline">i think garcia is really adamant on that point in the g</div>
</font></b><b>rosjean
<div class="gmail_default" style="color:rgb(0,0,0); display:inline"> </div>
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<div class="gmail_default" style="display:inline">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.</div>
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What is Translanguaging? An interview with Ofelia García Posted Mar 02, 2016<br>
<a href="https://www.psychologytoday.com/blog/life-bilingual/201603/what-is-translanguaging" target="_blank">https://www.psychologytoday.com/blog/life-bilingual/201603/what-is-translanguaging</a>
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Best, <br>
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Cheers, <br>
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Larry<br>
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Larry Selinker</font></b>
<div><b style="font-size:12.6667px"><u><font color="#0000ff"><a href="mailto:ls110@nyu.edu" target="_blank">ls110@nyu.edu</a></font></u></b>
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<div class="gmail_quote">On Thu, Apr 21, 2016 at 5:40 AM, Hartmut Haberland <span dir="ltr">
<<a href="mailto:hartmut@ruc.dk" target="_blank">hartmut@ruc.dk</a>></span> wrote:<br>
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I agree with Larry that we have to make clear what we mean by that elusive term, and of course also with Peter
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<div>("<font face="Calibri,sans-serif" size="2"><span style="font-size:14px">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").</span></font></div>
<div>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 <i>paradox
of internationalization</i>. (See also the paper by Fabricius, Mortensen and myself on "The lure of internationalization" now available on-line in
<i>Higher Education</i>.)</div>
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<div>Hartmut Haberland</div>
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<div style="direction:ltr"><font face="Tahoma" size="2" color="#000000"><b>Fra:</b>
<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">edling-bounces@bunner.geol.lu.se</a> [<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">edling-bounces@bunner.geol.lu.se</a>] på vegne af Larry Selinker [<a href="mailto:larry.selinker@nyu.edu" target="_blank">larry.selinker@nyu.edu</a>]<br>
<b>Sendt:</b> 21. april 2016 03:28<br>
<b>Til:</b> The Educational Linguistics List<br>
<b>Emne:</b> Re: [Edling] trying to understand "translanguaging", continued<br>
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<div style="color:rgb(0,0,0)"><b>thank you so much, peter, for sharing this info on AAAL and the debates there. </b></div>
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<div style="color:rgb(0,0,0)"><b>notice how many goals and purposes are out there. if this concept is hard to pin down,then what are people applying and why?</b></div>
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<div style="color:rgb(0,0,0)"><b>So, we can</b><b> agree that "translanguaging" is being used in a number of different ways that may not be compatible? </b><b style="color:rgb(34,34,34)">
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<div style="color:rgb(0,0,0); display:inline!important">if so, this must mean that there is no one unique "<b style="color:rgb(34,34,34)">
<div style="display:inline!important"><span style="color:rgb(0,0,0); font-family:Calibri,sans-serif; font-size:14px; font-weight:normal">translanguaging perspective</span></div>
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<div style="color:rgb(0,0,0); display:inline!important">" that can be applied, the danger being that the concept becomes so amorphous that it becomes vacuuous.</div>
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<div style="color:rgb(0,0,0); display:inline!important">now, </div>
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<div style="color:rgb(0,0,0); display:inline!important">will this last? or, will it become the flavor of the day?</div>
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<div style="color:rgb(0,0,0); display:inline!important">so, for that not to happen, then some things are necessary:</div>
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<div style="color:rgb(0,0,0); display:inline!important">1. whenever it is used, that person must say what they mean by the concept.</div>
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<div style="color:rgb(0,0,0); display:inline!important">2. look for commonalities in all the variants.</div>
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<div style="color:rgb(0,0,0); display:inline!important">3. and, of course, distinguishing features of the variant approaches.</div>
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<div style="color:rgb(0,0,0); display:inline!important">basically, </div>
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<div style="color:rgb(0,0,0); display:inline!important">trying to pin it down, let me suggest some common characteristics; please tell me if these make sense and feel free to add:</div>
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<div style="color:rgb(0,0,0); display:inline!important">- - all the variant approaches </div>
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<div style="color:rgb(0,0,0); display:inline!important">are interested in linguistic <b style="color:rgb(34,34,34)">
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<div style="color:rgb(0,0,0); display:inline!important">practices as opposed to linguistic systems</div>
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<div style="color:rgb(0,0,0); display:inline!important">- - all the variant approaches thus g</div>
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<div style="color:rgb(0,0,0); display:inline!important">o for dynamism as opposed to static linguistic systems.</div>
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<div style="color:rgb(0,0,0)">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? </div>
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<div style="color:rgb(0,0,0)">well, let's try to get some clarity.</div>
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Best, <br>
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Cheers, <br>
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Larry<br>
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Larry Selinker</font></b>
<div><b style="font-size:12.6667px"><u><font color="#0000ff"><a href="mailto:ls110@nyu.edu" target="_blank">ls110@nyu.edu</a></font></u></b>
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<div class="gmail_quote">On Wed, Apr 20, 2016 at 4:45 PM, Peter Sayer <span dir="ltr">
<<a href="mailto:peter.sayer@utsa.edu" target="_blank">peter.sayer@utsa.edu</a>></span> wrote:<br>
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<div>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. </div>
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<div>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). </div>
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<span style="font-weight:bold">From: </span><<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">edling-bounces@bunner.geol.lu.se</a>> on behalf of Larry Selinker <<a href="mailto:larry.selinker@nyu.edu" target="_blank">larry.selinker@nyu.edu</a>><br>
<span style="font-weight:bold">Reply-To: </span>"<a href="mailto:larry.selinker@nyu.edu" target="_blank">larry.selinker@nyu.edu</a>" <<a href="mailto:larry.selinker@nyu.edu" target="_blank">larry.selinker@nyu.edu</a>>, The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Date: </span>Monday, April 18, 2016 at 8:25 PM<br>
<span style="font-weight:bold">To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Subject: </span>Re: [Edling] Urgent question from bilingual teacher<br>
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<div style="color:rgb(0,0,0)"><b>sorry, i have no knowledge on this, but something peter mentioned did intrigue me:</b></div>
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<div style="color:rgb(0,0,0)"><b>> </b><span style="font-family:Calibri,sans-serif; font-size:14px">Anne Marie mentions the concept is being used in many ways recently,</span><span style="font-family:Calibri,sans-serif; font-size:14px"> </span></div>
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<div style="color:rgb(0,0,0)"><b>i did see a message from <span style="font-family:Calibri,sans-serif; font-size:14px">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. </span></b><b><span style="font-family:Calibri,sans-serif; font-size:14px">i would really like to know what are the many ways that the concept is being used, either from Peter or </span></b><span style="font-family:Calibri,sans-serif; font-size:14px">Anne
Marie.</span></div>
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Best, <br>
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Cheers, <br>
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Larry<br>
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Larry Selinker</font></b>
<div><b style="font-size:12.6667px"><u><font color="#0000ff"><a href="mailto:ls110@nyu.edu" target="_blank">ls110@nyu.edu</a></font></u></b>
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<div><b><a href="http://www.researchproductionassociates.com/" target="_blank"><font face="arial,helvetica,sans-serif" color="#0000ff">http://www.researchproductionassociates.com/</font></a></b></div>
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<div class="gmail_quote">On Mon, Apr 18, 2016 at 5:25 PM, Miriam E Ebsworth <span dir="ltr">
<<a href="mailto:mee1@nyu.edu" target="_blank">mee1@nyu.edu</a>></span> wrote:<br>
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<div>Dear Peter,<br>
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Thank you for your thoughts and for taking the time and trouble to share them.<br>
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I'll forward them to the teacher.<br>
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Sincerely,<br>
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Miriam<br>
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<div dir="ltr">Miriam Eisenstein Ebsworth, PhD<br>
Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies<br>
NYU Steinhardt,
<div>316 East Building<br>
</div>
<div>New York, NY 10003<br>
<br>
Research Editor: Journal of Writing and Pedagogy<br>
Chair, NABE Research SIG Advisory Board</div>
<div>Co-chair, ELL Think Tank<br>
<br>
office phone: <a href="tel:%28212%29%20998-5195" value="+12129985195" target="_blank">
(212) 998-5195</a><br>
office fax: <a href="tel:%28212%29%20995-3636" value="+12129953636" target="_blank">
(212) 995-3636</a> <br>
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<div class="gmail_quote">On Mon, Apr 18, 2016 at 3:15 PM, Peter Sayer <span dir="ltr">
<<a href="mailto:peter.sayer@utsa.edu" target="_blank">peter.sayer@utsa.edu</a>></span> wrote:<br>
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<div>Ofelia Garcia’s (2009) <i>Bilingual Education in the 21 Century</i> 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. </div>
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<div>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. </div>
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<div>- peter.-</div>
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<span style="font-weight:bold">From: </span><<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">edling-bounces@bunner.geol.lu.se</a>> on behalf of anne marie devlin <<a href="mailto:anne_mariedevlin@hotmail.com" target="_blank">anne_mariedevlin@hotmail.com</a>><br>
<span style="font-weight:bold">Reply-To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Date: </span>Monday, April 18, 2016 at 9:04 AM<br>
<span style="font-weight:bold">To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Subject: </span>Re: [Edling] Urgent question from bilingual teacher<br>
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<div dir="ltr">Miriam
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<div>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.</div>
<div>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.</div>
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<div>Hope that helps</div>
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<div>Anne Marie<br>
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Date: Mon, 18 Apr 2016 07:29:35 -0500<br>
From: <a href="mailto:mee1@nyu.edu" target="_blank">mee1@nyu.edu</a><br>
To: <a href="mailto:francis.hult@englund.lu.se" target="_blank">francis.hult@englund.lu.se</a>;
<a href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a><br>
Subject: [Edling] Urgent question from bilingual teacher<br>
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<div>Dear Colleagues,<br>
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A grad of one of our programs is a bilingual (Spanish) social studies teacher in New York City, with 11 years of teaching experience.<br>
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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.<br>
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The teacher has requested input on one issue in particular:<br>
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At the top of the lesson, the teacher had written a guiding question in English with the Spanish version directly underneath.<br>
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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.)<br>
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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.<br>
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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).
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Thank you in advance for sharing your perspective. I'll pass it on.<br>
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Sincerely,<br>
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Miriam<br>
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<div dir="ltr">Miriam Eisenstein Ebsworth, PhD<br>
Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies<br>
NYU Steinhardt,
<div>316 East Building<br>
</div>
<div>New York, NY 10003<br>
<br>
Research Editor: Journal of Writing and Pedagogy<br>
Chair, NABE Research SIG Advisory Board</div>
<div>Co-chair, ELL Think Tank<br>
<br>
office phone: <a href="tel:%28212%29%20998-5195" value="+12129985195" target="_blank">
(212) 998-5195</a><br>
office fax: <a href="tel:%28212%29%20995-3636" value="+12129953636" target="_blank">
(212) 995-3636</a> <br>
<br>
<br>
<br>
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