1887
  1. Home
  2. e-Journals
  3. Translation and Translanguaging in Multilingual Contexts
  4. Volume 5, Issue 1
  5. Article
Volume 5, Issue 1
  • ISSN 2352-1805
  • E-ISSN: 2352-1813
USD
Buy:$35.00 + Taxes

Abstract

Abstract

In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/ttmc.00022.kho
2019-01-10
2024-12-13

  • From This Site

    /content/journals/10.1075/ttmc.00022.kho
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. August, Diane, and Timothy Shanahan
    eds. 2006 Developing Literacy in Second-language Learners: Report of the National Literacy Panel on Language-minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  2. Avineri, Netta, Eric Johnson, Shirley Brice-Heath, Teresa McCarty, Elinor Ochs, Tamar Kremer-Sadlik, Susan Blum,
    2015 “Invited Forum: Bridging the ‘Language Gap’’” Journal of Linguistic Anthropology25 (1): 66–86. 10.1111/jola.12071
     https://doi.org/10.1111/jola.12071 [Google Scholar]
  3. Ballotpedia, org
    Ballotpedia, org. “Whitfield County Schools, Georgia.” AccessedMay 1, 2018. https://ballotpedia.org/Whitfield_County_Schools,_Georgia
  4. Blommaert, Jan
    2010 The Sociolinguistics of Globalization. Cambridge Approaches to Language Contact. Cambridge, UK: Cambridge University Press. 10.1017/CBO9780511845307
     https://doi.org/10.1017/CBO9780511845307 [Google Scholar]
  5. Brisk, María Estela
    2012 “Young Bilingual Writers’ Control of Grammatical Person in Different Genres.” The Elementary School Journal112 (3): 445–468. 10.1086/663733
     https://doi.org/10.1086/663733 [Google Scholar]
  6. 2014 Engaging Students in Academic Literacies: Genre-Based Pedagogy for K-5 Classrooms. New York, NY: Routledge. 10.4324/9781317816164
     https://doi.org/10.4324/9781317816164 [Google Scholar]
  7. Brisk, María Estela, and Margarita G. Zisselsberger
    2011 “‘We’ve let them in on a secret’: Using SFL Theory to Improve the Teaching of Writing to Bilingual Learners.” InPreparing All Teachers to Teach English Language Learners, ed. byTamara Lucas, 111–126. Mahwah, NJ: Erlbaum/Taylor & Francis.
     [Google Scholar]
  8. Brisk, María Estela, and Marla DeRosa
    2014 “Young Writers’ Attempts at Making Meaning Through Complex Sentence Structures While Writing a Variety of Genres.” InGenre Pedagogy across the Curriculum: Theory and Application in Classrooms and Contexts, ed. byLuciana C. De Oliveira, and Joshua Iddings, 8–24. Sheffield, UK and Bristol, CT: Equinox.
     [Google Scholar]
  9. Brisk, María Estela, and Marcela Ossa Parra
    2018 “Mainstream Classrooms as Engaging Spaces for Emergent Bilinguals: SFL Theory, Catalyst for Change.” InBilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics, ed. byRuth Harman, 127–151. NY: Springer. 10.1007/978‑3‑319‑60953‑9_7
     https://doi.org/10.1007/978-3-319-60953-9_7 [Google Scholar]
  10. Callahan, Rebecca, Lindsey Wilkinson, and Chandra Muller
    2010 “Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools: Effects of ESL Placement.” Educational Evaluation and Policy Analysis32 (1): 84–117. 10.3102/0162373709359805
     https://doi.org/10.3102/0162373709359805 [Google Scholar]
  11. Canagarajah, A. Suresh
    2011 “Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy.” Applied Linguistics Review, 2, 1–28.
     [Google Scholar]
  12. 2013 Translingual Practice: Global Englishes and Cosmopolitan Relations. Milton Park, Abingdon, Oxon and New York: Routledge. 10.4324/9780203120293
     https://doi.org/10.4324/9780203120293 [Google Scholar]
  13. Christie, Frances
    2004 “Systemic Functional Linguistics and a Theory of Language in Education: Systemic Functional Linguistics in Action.” A Special Edition of the Journal of English Language, Literatures in English and Cultural Studies, 13–40.
     [Google Scholar]
  14. Christie, Frances, and Beverly Derewianka
    2008 School Discourse: Learning to Write across the Years of Schooling (Continuum Discourse Series). London and New York: Continuum.
     [Google Scholar]
  15. Cummins, Jim
    2000 Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon, U.K. and Buffalo, NY: Multilingual Matters Ltd.10.21832/9781853596773
     https://doi.org/10.21832/9781853596773 [Google Scholar]
  16. de Oliveira, Luciana C., and Dazhi Cheng
    2011 “Language and the Multisemiotic Nature of Mathematics.” Reading Matrix: An International Online Journal11 (3): 255–268.
     [Google Scholar]
  17. Fang, Zhihui
    2005 “Scientific Literacy: A Systemic Functional Linguistics Perspective.” Science Education89 (2): 335–347. 10.1002/sce.20050
     https://doi.org/10.1002/sce.20050 [Google Scholar]
  18. 2012 “Approaches to Developing Content Area Literacies: A Synthesis and a Critique.” Journal of Adolescent & Adult Literacy56 (2): 103–108. 10.1002/JAAL.00110
     https://doi.org/10.1002/JAAL.00110 [Google Scholar]
  19. Fang, Zhihui, Mary J. Schleppegrell, and Jason Moore
    2013 “The Linguistic Challenges of Learning across Academic Disciplines.” InHandbook of Language and Literacy: Development and Disorders (2nd ed.), ed. byC. Addison Stone, Elaine R. Silliman, Barbara J. Ehren, and Geraldine P. Wallach, 302–322. New York, NY: Guilford Press.
     [Google Scholar]
  20. Flores, Nelson
    2013 “Silencing the Subaltern: Nation-State/Colonial Governmentality and Bilingual Education in the United States.” Critical Inquiry in Language Studies10 (4): 263–287. 10.1080/15427587.2013.846210
     https://doi.org/10.1080/15427587.2013.846210 [Google Scholar]
  21. Flores, Nelson, and Jamie L. Schissel
    2014 “Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards-Based Reform.” TESOL Quarterly48 (3): 454–479. 10.1002/tesq.182
     https://doi.org/10.1002/tesq.182 [Google Scholar]
  22. Flores, Nelson, and Jonathan Rosa
    2015 “Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education.” Harvard Educational Review85 (2): 149–171. 10.17763/0017‑8055.85.2.149
     https://doi.org/10.17763/0017-8055.85.2.149 [Google Scholar]
  23. Gándara, Patricia C., and Frances Contreras
    2010 The Latino Education Crisis: The Consequences of Failed Social Policies. Cambridge, Mass. and London: Harvard University Press.
     [Google Scholar]
  24. García, Ofelia
    2009 Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley-Blackwell.
     [Google Scholar]
  25. 2014 “Countering the Dual: Transglossia, Dynamic Bilingualism and Translanguaging in Education.” InThe Global-Local Interface, Language Choice and Hybridity, ed. byRani Rubdy, and Lubna Alsagoff, 100–118. Bristol, U.K.: Multilingual Matters.
     [Google Scholar]
  26. García, Ofelia, and Jo Anne Kleifgen
    2010 Educating Emergent Bilinguals: Policies, Programs, and Practices for English Language Learners. Language and Literacy Series. New York: Teachers College Press.
     [Google Scholar]
  27. García, Ofelia, and Camila Leiva
    2014 “Theorizing and Enacting Translanguaging for Social Justice.” InHeteroglossia as Practice and Pedagogy, ed. byAdrian Blackledge, and Angela Creese, 199–216. Dordrecht: Springer. 10.1007/978‑94‑007‑7856‑6_11
     https://doi.org/10.1007/978-94-007-7856-6_11 [Google Scholar]
  28. García, Ofelia, and Li Wei
    2014 Translanguaging: Language, Bilingualism and Education. New York, NY: Palgrave Macmillan. 10.1057/9781137385765
     https://doi.org/10.1057/9781137385765 [Google Scholar]
  29. García, Ofelia, and Tatyana Kleyn
    eds. 2016 Translanguaging with Multilingual Students: Learning from Classroom Moments. New York and London: Routledge, Taylor & Francis Group. 10.4324/9781315695242
     https://doi.org/10.4324/9781315695242 [Google Scholar]
  30. Gebhard, Meg, Ruth Harman, and Wendy Seger
    2007 “Reclaiming Recess: Learning the Language of Persuasion.” Language Arts84 (5): 419–430.
     [Google Scholar]
  31. Giroux, Henry A.
    1997 Pedagogy and the Politics of Hope: Theory, Culture, and Schooling: A Critical Reader. The Edge: Critical Studies in Educational Theory. Boulder, CO: Westview Press.
     [Google Scholar]
  32. Hakuta, Kenji, Yuko Goto Butler, and Daria Witt
    2000 How Long Does It Take English Learners to Attain Proficiency? (Policy Report 2000–1). The University of California Linguistic Minority Research Institute Policy Report.
     [Google Scholar]
  33. Halliday, Michael
    1993 “Towards a Language-Based Theory of Learning.” Linguistics and Education5 (2): 93–116. 10.1016/0898‑5898(93)90026‑7
     https://doi.org/10.1016/0898-5898(93)90026-7 [Google Scholar]
  34. 1994 An Introduction to Functional Grammar. London: Edward Arnold.
     [Google Scholar]
  35. 2009 Studies in Chinese language (Collected Works of M.A.K. Halliday). Edited byJonathan Webster. 10vols.London: Continuum.
     [Google Scholar]
  36. Halliday, Michael, and Ruqaiya Hasan
    1980/1989 Language, Context, and Text: Aspects of Language in a Social-semiotic Perspective (2nd ed.). Oxford: Oxford University Press.
     [Google Scholar]
  37. Halliday, Michael, Angus McIntosh, and Paul Strevens
    1964 The Linguistic Sciences and Language Teaching. London: Longmans.
     [Google Scholar]
  38. Halliday, Michael, and Christian Matthiessen
    2004 An Introduction to Functional Grammar. London: Arnold.
     [Google Scholar]
  39. Harklau, Linda
    1998 “Newcomers in U.S. Higher Education: Questions of Access and Equity.” Educational Policy12 (6): 634–658. 10.1177/0895904898012006003
     https://doi.org/10.1177/0895904898012006003 [Google Scholar]
  40. 2000 “From the ‘Good Kids’ to the ‘Worst’: Representations of English Language Learners across Educational Settings.” TESOL Quarterly34 (1): 35–67. 10.2307/3588096
     https://doi.org/10.2307/3588096 [Google Scholar]
  41. 2007 “Through and Beyond High School: Academic Challenges and Opportunities for College-Bound Immigrant Youth. InInclusive Pedagogy for English Language Learners: A Handbook of Research-Informed Practices, ed. byLorrie S. Verplaetse, and Naomi Migliacci, 181–196. Mahwah, NJ: Lawrence Erlbaum, Annenberg Institute for School Reform, and the Brown University Education Alliance.
     [Google Scholar]
  42. Harman, Ruth
    2018 Bilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics. New York, NY: Springer. 10.1007/978‑3‑319‑60953‑9
     https://doi.org/10.1007/978-3-319-60953-9 [Google Scholar]
  43. Harman, Ruth, and Nihal Khote
    2018 “Critical SFL Praxis with Bilingual Youth: Disciplinary Instruction in a Third Space.” Critical Inquiry in Language Studies15 (1): 63–83. 10.1080/15427587.2017.1318663
     https://doi.org/10.1080/15427587.2017.1318663 [Google Scholar]
  44. Hasan, Ruqaiya
    1996 “Literacy, Everyday Talk and Society.” InLiteracy in Society, ed. byRuqaiya Hasan, and Geoffrey Williams, 377–424. London, UK: Longman.
     [Google Scholar]
  45. 2003 “Globalization, Literacy, and Ideology.” World Englishes22 (4): 433–448. 10.1111/j.1467‑971X.2003.00311.x
     https://doi.org/10.1111/j.1467-971X.2003.00311.x [Google Scholar]
  46. 2011 Language and Education: Learning and Teaching in Society (The Collected Works of Ruqaiya Hasan). Edited byJonathan Webster. 7vols.London: Equinox.
     [Google Scholar]
  47. Heugh, Kathleen
    2015 “Epistemologies in Multilingual Education: Translanguaging and Genre – Companions in Conversation with Policy and Practice.” Language and Education29 (3): 280–285. 10.1080/09500782.2014.994529
     https://doi.org/10.1080/09500782.2014.994529 [Google Scholar]
  48. Khote, Nihal
    2014 Engaging Emergent Bilinguals in the Social Dialogue of Writing Persuasively in High School. Ph.D. dissertation. University of Georgia, https://athenaeum.libs.uga.edu/handle/10724/31449
  49. 2017 “Translanguaging in Systemic Functional Linguistics: A Culturally Sustaining Pedagogy for Writing in Secondary Schools.” InBilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics, ed. byRuth Harman, 153–178. New York, NY: Springer.
     [Google Scholar]
  50. Ladson-Billings, Gloria
    1995 “Toward a Culturally Relevant Pedagogy.” American Educational Research Journal32 (3): 465–491. 10.3102/00028312032003465
     https://doi.org/10.3102/00028312032003465 [Google Scholar]
  51. Li Wei
    2011 “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics43 (5): 1222–1235. 10.1016/j.pragma.2010.07.035
     https://doi.org/10.1016/j.pragma.2010.07.035 [Google Scholar]
  52. 2016 “New Chinglish and the Post-Multilingualism Challenge: Translanguaging ELF in China.” Journal of English as a Lingua Franca5 (1): 1–25. 10.1515/jelf‑2016‑0001
     https://doi.org/10.1515/jelf-2016-0001 [Google Scholar]
  53. Lukin, Annabelle, Alison Moore, Maria A. Herke, Rebekah Wegener, and Canzhong Wu
    2011 “Halliday’s Model of Register Revisited and Explored.” Linguistics and the Human Sciences4: 187–213. 10.1558/lhs.v4i2.187
     https://doi.org/10.1558/lhs.v4i2.187 [Google Scholar]
  54. Makoni, Sinfree, and Alastair Pennycook
    eds. 2007 Disinventing and Reconstituting Languages. Clevedon, U.K.: Multilingual Matters.
     [Google Scholar]
  55. Martin, Jim
    1989 Factual Writing: Exploring and Challenging Social Reality. Oxford: Oxford University Press.
     [Google Scholar]
  56. Martin, Jim, and Peter White
    2005 Language of Evaluation: Appraisal in English. New York: Palgrave MacMillan. 10.1057/9780230511910
     https://doi.org/10.1057/9780230511910 [Google Scholar]
  57. McCarty, Teresa L., James Collins, and Rodney K. Hopson
    2011 “Dell Hymes and the New Language Policy Studies: Update from an Underdeveloped Country.” Anthropology & Education Quarterly42 (4): 335–363. 10.1111/j.1548‑1492.2011.01143.x
     https://doi.org/10.1111/j.1548-1492.2011.01143.x [Google Scholar]
  58. Menken, Kate
    2008 English Language Learners Left Behind: Standardized Testing as Language Policy. Clevedon, England: Multilingual Matters. 10.21832/9781853599996
     https://doi.org/10.21832/9781853599996 [Google Scholar]
  59. Menken, Kate, and Tatyana Kleyn
    2010 “The Long-Term Impact of Subtractive Schooling in the Educational Experiences of Secondary English Language Learners.” International Journal of Bilingual Education and Bilingualism13 (4): 399–417. 10.1080/13670050903370143
     https://doi.org/10.1080/13670050903370143 [Google Scholar]
  60. Moll, Luis C., Cathy Amanti, Deborah Neff, and Norma González
    1992 “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory Into Practice31 (2): 132–141. 10.1080/00405849209543534
     https://doi.org/10.1080/00405849209543534 [Google Scholar]
  61. Moore, Jason, and Mary Schleppegrell
    2014 “Using a Functional Linguistics Metalanguage to Support Academic Language Development in the English Language Arts.” Linguistics and Education26 (1): 92–105. 10.1016/j.linged.2014.01.002
     https://doi.org/10.1016/j.linged.2014.01.002 [Google Scholar]
  62. Otheguy, Ricardo, Ofelia García, and Wallis Reid
    2015 “Clarifying Translanguaging and Deconstructing Named Languages: A Perspective from Linguistics”. Applied Linguistics Review6 (3): 281–307. 10.1515/applirev‑2015‑0014
     https://doi.org/10.1515/applirev-2015-0014 [Google Scholar]
  63. Paris, Django
    2012 “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher41 (3): 93–97. 10.3102/0013189X12441244
     https://doi.org/10.3102/0013189X12441244 [Google Scholar]
  64. Paris, Django, and H. Samy Alim
    eds. 2017 Culturally Sustaining Pedagogy: Teaching and Learning for Justice in a Changing World. New York, NY: Teachers College Press.
     [Google Scholar]
  65. Pennycook, Alastair
    2012 Language and Mobility Unexpected Places (Critical Language and Literacy Studies 15). Bristol, Buffalo: Multilingual Matters. 10.21832/9781847697653
     https://doi.org/10.21832/9781847697653 [Google Scholar]
  66. Pew Research Center
    Pew Research Center 2015 Hispanic Trends. AccessedDecember 2, 2017. www.pewhispanic.org/2017/09/18/facts-on-u-s-latinos/
     [Google Scholar]
  67. Poza, Luis
    2017 “Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry.” Berkeley Review of Education6 (2): 101–128.
     [Google Scholar]
  68. Pratt, Mary
    1991 “Arts of the Contact Zone.” Profession: 33–40.
     [Google Scholar]
  69. Rose, David, and Jim R. Martin
    2012 Learning to Write, Reading to Learn: Genre, Knowledge, and Pedagogy in the Sydney School. London, U.K.: Equinox.
     [Google Scholar]
  70. Schleppegrell, Mary
    2004 The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  71. Snow, Catherine E., and Paola Uccelli
    2009 “The Challenge of Academic Language.” InThe Cambridge Handbook of Literacy, ed. byDavid R. Olson, and Nancy Torrance, 112–133. Cambridge: Cambridge University Press. 10.1017/CBO9780511609664.008
     https://doi.org/10.1017/CBO9780511609664.008 [Google Scholar]
  72. Spivak, Gayatri C.
    1988 “Can the Subaltern Speak?” InMarxism and the Interpretation of Culture, ed. byCary Nelson, and Lawrence Grossberg, 271–313. Urbana, IL: University of Chicago Press. 10.1007/978‑1‑349‑19059‑1_20
     https://doi.org/10.1007/978-1-349-19059-1_20 [Google Scholar]
  73. Uccelli, Paola, Christina Dobbs, and Jessica Scott
    2013 “Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students.” Written Communication30 (1): 36–62. 10.1177/0741088312469013
     https://doi.org/10.1177/0741088312469013 [Google Scholar]
  74. Valenzuela, Angela
    1999 Subtractive Schooling: US–Mexican Youth and the Politics of Caring. Albany, NY: SUNY Press.
     [Google Scholar]
  75. Vogel, Sara, and Ofelia García
    2017 “Translanguaging.” InOxford Research Encyclopedia of Education, ed. byGeorge W. Noblit, 1–21. Oxford: Oxford University Press.
     [Google Scholar]
  76. Wortham, Stanton, Enrique G. Murillo Jr., and Edmund T. Hamann
    eds. 2002 Education in the New Latino Diaspora: Policy and the Politics of Identity. Westport, CT: Able.
     [Google Scholar]
/content/journals/10.1075/ttmc.00022.kho
Loading
Translanguaging in culturally sustaining systemic functional linguistics
Translation and Translanguaging in Multilingual Contexts 5, 5 (2019); https://doi.org/10.1075/ttmc.00022.kho
/content/journals/10.1075/ttmc.00022.kho
/content/journals/10.1075/ttmc.00022.kho
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): culturally sustaining SFL; heteroglossic space; multilingual learners; multiliteracies; systemic functional linguistics (SFL); translanguaging

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error