Abstract
Given today's culturally diverse classrooms, incorporating new perspectives and pedagogies must be considered of value. This should be primarily considered in the language classroom. Considering multilingualism as a rule, but simultaneously also considering how marginalized many individuals have been, especially in the language classroom; the inclusion of newer pedagogies which resist, and conjointly empower, emergent bilinguals, should be considered. The current chapter aims to highlight relevant literature which may enlighten the use of translanguaging practices in the language classroom.
Key Terms in this Chapter
Translanguaging: For the purposes of the current chapter, translanguaging should be understood by the reader as the act of resisting monoglossic monolingual ideologies which devalued the linguistic practices of emergent bilinguals. Translanguaging reflects upon the use of language in a fluid and hybrid manner which constantly allows social, cultural, and linguistic flexibility.
Emergent Bilingual: The current chapter prefers the term emergent bilinguals over other standardized terminologies such as Language Learner in an effort to decrement the instances where individuals are perceived, and/or treated, based on their linguistic abilities.
Monoglossic Ideology: An ideology which presupposes that proper linguistic practices are exclusively legitimized by monolinguals as they are able to perform in a way which is broadly socially and culturally accepted.
Linguistic Repertoire: The linguistic repertoire an individual possesses refers to all the linguistic resources such an individual has accumulated during life, and which he/she is able to utilize, mobilize, and re-construct as needed.
Pluriliteracies: The ability to comprehend and/or produce diverse messages using linguistic and non-linguistic codes, but most importantly, incorporating a variety of modalities.
Culturally Relevant Pedagogy: A pedagogy with a focus on empowerment; a culturally relevant pedagogy constantly looks for student success without diminishing the importance of maintaining and appreciating their own cultures and heritages. This type of pedagogy contributes to the acknowledgment of home communities as well as their knowledge and practices.
Heteroglossic Ideology: An ideology which perceives languaging practices as diversified and multiple; it recognizes the constant validation, creation, and re-creation of identities since linguistic practices from this view are mobile and non-traditional.