
Pedagogical Translanguaging
Theoretical, Methodological and Empirical Perspectives
- English
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Pedagogical Translanguaging
Theoretical, Methodological and Empirical Perspectives
About this book
With increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today's globalized world. The volume breaks new ground in that all chapters share a focus on teachers as 'knowledge generators' and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school.
Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here:
Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introduction
by Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5Kjcs
Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5Kjcs
Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIV
Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIV
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Information
Table of contents
- Cover
- Bilingual Education & Bilingualism
- Title Page
- Copyright Page
- Contents
- Contributors
- Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms
- 1 Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction
- 2 Translanguaging: A Critical Analysis of Theoretical Claims
- 3 Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-Sited Projects
- 4 Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire
- 5 Developing Pedagogical Translanguaging in a Primary and Middle School
- 6 ‘我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education
- 7 Semiotic Assemblages in Study Guidance in the Mother Tongue
- 8 (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden
- 9 Language ‘Barriers’ or Barriers to Translanguaging? Language as a ‘Problem’ in the New Latinx Diaspora
- 10 Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden?
- 11 Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms
- 12 Multilingualism in Language Education: Examining the Outcomes in the Context of Finland
- Afterword
- Subject Index