The historical development of translanguaging – On the legacy of Ofelia García

No scholar of bi/multilingualism has had as large an impact as Ofelia García, with her far-reaching positive effect on education in the U.S. and internationally. In this post, I argue that we should focus on this far-reaching pedagogical effect—of how she conceptualizes language learners’ bi/multilingualism—which leads to a more socially just way of teaching languages,Continue reading “The historical development of translanguaging – On the legacy of Ofelia García”

What is code-meshing? (with comparisons to code-switching and translanguaging)

In this definition post, I discuss the term “code-meshing,” which comes from Vershawn Young, an African-American scholar, and Suresh Canagarajah, a Sri Lankan scholar who teaches in the United States. In the term “code-meshing,” Young and Canagarajah provide possibly the best solution to the social and educational problems that arise when learning “standard” English isContinue reading “What is code-meshing? (with comparisons to code-switching and translanguaging)”

What is code-switching?

Is it an outdated theory of language? Does it suggest that individuals have separate compartments for separate languages in the brain? Is it the researcher’s perspective on language use, imposing language labels such as Spanish, English, etc., in contrast to how research participants experience languages as fluid and lacking clearly defined borders? Or is “codeswitching”Continue reading “What is code-switching?”

What is translanguaging?

I am not the first person to grapple with this question, which is a very big question that can have different legitimate answers. However, as someone whose PhD lit review attempted to distinguish a host of multilingual practices (including, but not limited to, translanguaging and code-switching), I have written the posts in this blog underContinue reading “What is translanguaging?”