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TRANSLANGUAGING IN THE M(SP) CLASSROOM
Translanguaging as a pedagogical strategy takes into account students' dominant language and is used in achieving the skills required in the target language. With students learning a third language, the use of translanguaging can help in them learning and understanding the target language better. This workshop will trial strategies from the CUNY-NYSIEB Guide for Educators. This guide is by far the most comprehensive guide on the use of translanguaging as a pedagogical strategy.
Translanguaging
Why - What It Is - What It Isn't
Why Translanguaging?
English most common home language in Singapore, bilingualism also up: Government survey
English has become the language spoken most often at home in Singapore. But at the same time, more people are reading and writing in at least two languages, according to a survey of households done every ten years.
It shows 36.9 per cent of residents aged five and older use English most often at home against 34.9 per cent for Mandarin.
Five years ago, it was the reverse: 35.6 per cent said Mandarin was their most-used language at home while 32.3 per cent used English most frequently.
WHAT ISÂ TRANSLANGUAGING
'Translanguaging' in its original sense refers to the purposeful pedagogical alternation of languages in spoken and written, receptive and productive modes’ (Hornberger and Link 2012)`
The term was first used by Cen Williams in Wales and referred to a specific curriculum that involved ‘the hearing, signing, or reading of lessons in one language, and the development of the work(the oral discussion, the writing passages, the development of projects and experiments) in another language’ (Garcia, 2009)
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What Translanguaging Is Not
"Translanguaging differs from the notion of code-switching in that it refers not simply to a shift or a shuttle between two languages, but to the speakers’ construction and use of original and complex interrelated discursive practices that cannot be easily assigned to one or another traditional definition of language, but that make up the speakers’ complete language repertoire." (GarcÃa & Wei 2014)
