Translanguaging as everyday practice / Gerardo Mazzaferro, editor.
This volume offers empirically grounded perspectives on translanguaging as a locally situated, interactional accomplishment of practical action, and its significance within different domains of social life-school, education, diasporic families and communities, workplaces, urban linguistic landscapes...
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Full Text (via Springer) |
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| Other Authors: | |
| Format: | eBook |
| Language: | English |
| Published: |
Cham :
Springer,
[2018]
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| Series: | Multilingual education ;
v. 28. |
| Subjects: |
MARC
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| 245 | 0 | 0 | |a Translanguaging as everyday practice / |c Gerardo Mazzaferro, editor. |
| 264 | 1 | |a Cham : |b Springer, |c [2018] | |
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| 490 | 1 | |a Multilingual Education ; |v volume 28. | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Intro; Acknowledgments; Contents; Contributors; Chapter 1: Translanguaging as Everyday Practice. An Introduction; 1.1 Translanguaging as Theory and Practice; 1.2 Translanguaging and the Everyday; 1.3 Translanguaging: Old, New or What?; 1.4 Overview of the Chapters; 1.5 Conclusion; References; Chapter 2: Translanguaging in a Monoglot Context: Children Mobilising and (Re) Positioning their Multilingual Repertoires as Resources for Learning; 2.1 Introduction; 2.2 Conceptual Framework: Translanguaging and Ecological Perspectives; 2.3 Data Collection and Analysis; 2.4 Findings and Discussion. | |
| 505 | 8 | |a 2.5 Implications and ConclusionReferences; Chapter 3: Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom; 3.1 Background; 3.2 Data and Method; 3.3 Analysis; 3.4 Discussion; References; Chapter 4: "We Know the Same Languages and Then We Can Mix Them": A Child's Perspectives on Everyday Translanguaging in the Family; 4.1 Translanguaging and the Family; 4.1.1 Family Language Policy; 4.1.2 Key Concepts; 4.2 The Present Study; 4.2.1 Laura and Her Family; 4.2.2 Methodology and Ethical Considerations; 4.3 Laura's Perspectives on Translanguaging; 4.3.1 People; 4.3.2 Spaces. | |
| 505 | 8 | |a 4.3.3 Purpose4.4 Discussion; 4.4.1 Implications; 4.4.2 Final Comments; References; Chapter 5: Translanguaging in a Birmingham Chinese Complementary School: Ideology and Identity; 5.1 Introduction; 5.2 Translanguaging and Chinese Complementary Schools; 5.3 Chinese Complementary Schools in the UK; 5.4 Methodology; 5.5 Translanguaging Practices in a Birmingham Chinese Complementary School; 5.5.1 Translanguaging as a 'Classed' Language Ideology; 5.5.2 Translanguaging and Chinese Teachers' Identity; 5.5.3 Translanguaging and Discourses of Chineseness; 5.6 Conclusion; References. | |
| 505 | 8 | |a Chapter 6: Language Maintenance and Shift Within New Linguistic Minorities in Italy: A Translanguaging Perspective6.1 Language Maintenance and Shift; 6.2 Language Maintenance and Shift: Expanding the Paradigm; 6.3 Multilingual Language Practices; 6.4 Method; 6.4.1 Context; 6.4.2 Sample; 6.4.3 Data; 6.5 Findings; 6.5.1 Mediating Voices Within Filipino Families; 6.5.2 Identity (Re)negotiation in Interaction with Peers; 6.6 Conclusion; References; Chapter 7: Translanguaging: A Vital Resource for First Nations Peoples; 7.1 Introduction. | |
| 505 | 8 | |a 7.2 Lexical Change, Language Attrition, Language Switching and Translanguaging7.2.1 Language for Modernity and Lexical Innovation; 7.2.2 Language Attrition and Lexical Loss; 7.2.3 Language Switching; 7.2.4 Translanguaging; 7.3 Background on the Cree Community; 7.3.1 The Context of the Data Collection; 7.4 Unpacking the Layers within the Discourse; 7.4.1 English as Lexical Innovation in a Modern World; 7.4.2 English for Clarity in Cases of Lexical Attrition; 7.4.3 Language Switching: English for Purpose; 7.4.4 Translanguaging: Resources to Move Between Worlds; 7.5 Conclusion; References. | |
| 500 | |a Chapter 8: Translanguaging and Hybrid Spaces: Boundaries and beyond in North Central Arnhem Land. | ||
| 520 | |a This volume offers empirically grounded perspectives on translanguaging as a locally situated, interactional accomplishment of practical action, and its significance within different domains of social life-school, education, diasporic families and communities, workplaces, urban linguistic landscapes, advertising practices and mental health centres - focusing on case studies from different countries and continents. The 14 chapters contribute to the understanding of translanguaging as a communicative and discursive practice, which is relationally constructed and strategically deployed by individuals during everyday encounters with language and cultural diversity. The contributions testify to translanguaging as an interdisciplinary and critical research paradigm by assembling scholars working on translanguaging from different perspectives, and a wide range of social, cultural, and geographical contexts. This volume contributes to the further development of new theoretical and analytical tools for the investigation of translanguaging as everyday practice, and how and why language practices are constructed, negotiated, opposed or subverted by social actors. | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on October 30, 2018) | |
| 650 | 0 | |a Translanguaging (Linguistics) | |
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| 700 | 1 | |a Mazzaferro, Gerardo, |e editor. | |
| 776 | 0 | 8 | |i Print version: |a Mazzaferro, Gerardo. |t Translanguaging As Everyday Practice. |d Cham : Springer, ©2018 |z 9783319948508. |
| 830 | 0 | |a Multilingual education ; |v v. 28. | |
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