Translanguaging as Transformation in TESOL
Language classrooms are multilingual spaces. While policies and pedagogies in the classroom may strive to circumscribe linguistic boundaries and define languages as separate entities, the task that students set themselves to in expanding their language re
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Zhongfeng Tian Laila Aghai Peter Sayer Jamie L. Schissel Editors
Envisioning TESOL through a Translanguaging Lens Global Perspectives
Educational Linguistics Volume 45
Series Editor Francis M. Hult, University of Maryland, Baltimore County, Baltimore, USA Editorial Board Marilda C. Cavalcanti, Universidade Estadual de Campinas, Campinas, Brazil Jasone Cenoz, University of the Basque Country, Leioa, Spain Angela Creese, University of Stirling, Stirling, United Kingdom Ingrid Gogolin, University of Hamburg, Hamburg, Germany Christine Hélot, Université de Strasbourg, Strasbourg, France Hilary Janks, University of the Witwatersrand, Johannesburg, South Africa Claire Kramsch, University of California, Berkeley, USA Constant Leung, King’s College London, London, United Kingdom Angel Lin, Simon Fraser University, Burnaby, Canada Alastair Pennycook, University of Technology, Sydney, Australia
Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multi- layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning. The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; first- and additional language literacy; language teacher education; language development and socialization in non- traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics. The Educational Linguistics series invites authors to contact the general editor with suggestions and/or proposals for new monographs or edited volumes. For more information, please contact the Editor: Natalie Rieborn, Van Godewijckstraat 30, 3300 AA Dordrecht, The Netherlands. All proposals and manuscripts submitted to the Series will undergo at least two rounds of external peer review. More information about this series at http://www.springer.com/series/5894
Zhongfeng Tian • Laila Aghai Peter Sayer • Jamie L. Schissel Editors
Envisioning TESOL through a Translanguaging Lens Global Perspectives
Editors Zhongfeng Tian Department of Bicultural-Bilingual Studies The University of Texas at San Antonio San Antonio, TX, USA Peter Sayer College of Education and Human Ecology The Ohio State University Columbus, OH, USA
Laila Aghai Department of
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