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Translanguaging: origins and development from school to street and beyond

Lewis, G. and Jones, B. and Baker, C. (2012) Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation: An International Journal on Theory and Practice, 18 ((7)). pp. 641-654. DOI: 10.1080/13803611.2012.718488

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Abstract

The article traces the Welsh origins of �translanguaging� from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research.

Item Type: Article
Subjects: Research Publications
Departments: College of Business, Law, Education and Social Sciences > School of Education
Date Deposited: 09 Dec 2014 16:50
Last Modified: 23 Sep 2015 03:12
ISSN: 1380-3611
URI: http://e.bangor.ac.uk/id/eprint/1222
Identification Number: DOI: 10.1080/13803611.2012.718488
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