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How an academic gets by on a dozen items of clothing in a four seasons climate

This casual post, unlike others on the blog, has nothing to do with bi/multilingualism in K-12 education (hence it doesn’t come on a Wednesday). It’s just a musing for graduate students, who may find themselves having to dress like professors to teach and attend conferences well before they have the financial means to do so.Continue reading “How an academic gets by on a dozen items of clothing in a four seasons climate”

How does an expert teacher meet learning aims while also ‘fixing’ linguistic inequality through their pedagogical talk?

Recently (here and here), I wrote about how Jim Cummins defined “transformative pedagogy” as meeting learning aims and social justice aims at the same time, through collaborative relations of power. I continue that theme by asking the title question, which was what the late sociolinguist Alexandra Jaffe asked in a bilingual, Corsican-French school. Teachers ofContinue reading “How does an expert teacher meet learning aims while also ‘fixing’ linguistic inequality through their pedagogical talk?”

Translanguaging and transformative pedagogy (Part 2): Jim Cummins writes about “Teachers as knowledge generators”

In Part 1, I discussed how Jim Cummins defines “transformative pedagogy” (Cummins, 2000) as collaborative relations of power between teachers and students, policymakers, curriculum designers, administrators, parents, communities, and academic researchers when they combine social justice with genuine concern for learning. In this post, I summarize Cummins’ (2021) more recent book chapter on what translanguagingContinue reading “Translanguaging and transformative pedagogy (Part 2): Jim Cummins writes about “Teachers as knowledge generators””

Translanguaging and transformative pedagogy (Part 1): Jim Cummins defines “transformative pedagogy”

Welcome to the two-part series about translanguaging (TL) and transformative pedagogy (TP)! In this post, I summarize Jim Cummins’ (2000) book chapter on what transformative pedagogy is—a no bullshit piece, and despite most of the examples being from the U.S., the principles are important for teachers to know, at any level of education, anywhere inContinue reading “Translanguaging and transformative pedagogy (Part 1): Jim Cummins defines “transformative pedagogy””

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This blog has three kinds of posts: (1) Literature summaries of cutting-edge research on translanguaging, broadly defined, (2) Definition posts explaining different terms for multilingual practices (translanguaging, code-switching, stylization, language crossing, polylanguaging, code-meshing, etc.), and (3) My own personal reflections.

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