Translanguaging: developing its conceptualisation and contextualisation
Translanguaging: developing its conceptualisation and contextualisation
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跨语言：发展其概念化和情境化
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
C. Baker
中科院分区：
文献类型：
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作者：
Gwyneth Lewis;B. Jones;C. Baker
本文从Lewis，Jones和Baker(本期)入手，分析了“跨语言”这一新概念与诸如语码转换和翻译等更具历史意义的术语之间的关系，指出了在(社会)语言和意识形态理解以及课堂过程中的差异。本文从儿童的语言水平、新生双语者的发展使用、输入和输出的差异、与学科/学科课程的关系、通过语言发展、认知发展和内容理解来深化学习、儿童(包括聋童)的作用和在教育活动中使用跨语言的作用等方面探讨了跨语言教学的本质。翻译的概念化也被证明是意识形态的。
Following from Lewis, Jones, and Baker (this issue), this article analyses the relationship between the new concept of “translanguaging” particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes. The article considers the pedagogic nature of translanguaging in terms of language proficiency of children, developmental use in emergent bilinguals, variations in input and output, relationship to the subject/discipline curriculum, deepening learning through language development, cognitive development, and content understanding, and the role of children, including Deaf children, and in the use of translanguaging in educational activity. The conceptualisation of translanguaging is also shown to be ideological.