Translanguage in Higher Education:
for a critic linguistic education that values the student’s voice
DOI:
https://doi.org/10.5433/2237-4876.2022v25n2p92Keywords:
Translanguage, Higher Education, Critical Linguistic EducationAbstract
This article, situated within Applied Linguistics (AL), especifically in Indisciplinary AL
(MOITA LOPES, 2006) and in decolonial studies (MIGNOLO, 2018; QUIJANO, 2007;
WALSH, 2018) aims to discuss the discursive functionality of translanguaging in the context
of university students of Portuguese as an Additional Language in the Portuguese Flagship
Program program of the University of Georgia (UGA/USA). After presenting a brief
definition of translanguaging (GARCÍA 2011; CANAGARAJAH, 2013, among others), we
address the intertwining between translanguaging and decoloniality. The data discussed in this
paper are part of the ongoing doctoral thesis of the first author, under the supervision of the
second author, and were collected during her Visiting Scholar program (Doutorado Sanduíche
PSDE/CAPES), through a critical-collaborative methodology (NININ; MAGALHÃES,
2017). The research corpus comprised the observation of 13 classes, which ranged from 3 to
10 students per session, during the months of September/2021 to March/2022. Data analysis
indicates that translanguaging is a relevant pedagogical resource, playing an important role in
complex and interdependent areas of the student’s life, namely: social, academic, linguistic and personal areas.
Downloads
References
ANGAY-CROWDER, Tuba; CHOI, Jayoung; YI, Youngjoo. In the classroom: putting multiliteracies into
practice: digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, Canadá,
v. 30, p. 36-45, 2013. Available at: https://www.researchgate.net/publication/282663345_In_the_classroom_
Putting_multiliteracies_into_practice_Digital_storytelling_for_multilingual_adolescents_in_a_summer_
program Access in: 16 Jan. 2021.
BALL, Jessica. Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or
multilingual education in the early years. Paris, France: United Nations Educational, Scientific and Cultural
Organization, 2011.
BLOCK, David. The political economy of language education research (or the lack thereof): Nancy Fraser
and the case of translanguaging. Critical Inquiry in Language Studies, London, v. 15, n. 4, p. 237-257, 2018. DOI: DOI: https://doi.org/10.1080/15427587.2018.1466300
1080/15427587.2018.1466300. Available at: https://www.tandfonline.com/doi/abs/10.1080/15427587.20
1466300. Access on: 17 Jan. 2023.
CANAGARAJAH, Suresh. Codemeshing in academic writing: identifying teachable strategies of
translanguaging. The Modern Language Journal, Madison, v. 95, n. 3, p. 401-417, 2011. DOI: https://doi.org/10.1111/j.1540-4781.2011.01207.x
CANAGARAJAH, Suresh. Navigating language politics: a story of critical praxis. In: NICOLAIDES,
Christine; SILVA, Kleber Aparecido da; TÍLIO, Rogério; ROCHA, Claudia Hilsdorf (org.). Política e políticas
linguísticas. Campinas, SP: Pontes Editores, 2013a. p. 43-61.
CANAGARAJAH, Suresh. Translingual practice: global Englishes and cosmopolitan relations. Nova Iorque:
Routledge, 2013b.
CUSHMAN, Ellen. Translingual and decolonial approaches to meaning making. College English, Urbana, ILL,
US, v. 78, n. 3, p. 234-242, Jan. 2016. Available on: https://www.researchgate.net/publication/291312946.
Access on: 23 Mar. 2021.
DANZAK, Robin. The interface of language proficiency and identity: a profile analysis of bilingual adolescents
and their writing. Language, Speech, and Hearing Services in Schools, Washington, US, v. 42, n. 4, p. 506-519, 2011. DOI: https://doi.org/10.1044/0161-1461(2011/10-0015)
DÁVILA, Liv T. “J’aime to be funny!” humor, learning, and identity construction in high school English as
a second language classrooms. The Modern Language Journal, Madison, US, v. 103, n. 2, 502-514, 2019. Available DOI: https://doi.org/10.1111/modl.12557
on: https://www.researchgate.net/publication/332587402_J’aime_to_be_Funny_Humor_Learning_and_
Identity_Construction_in_High_School_English_as_a_Second_Language_Classrooms. Access on: 7 Jul. 2022.
GARCÍA, Ofelia, SÁNCHEZ, María Teresa; SOLORZA, Cristian. Reframing language allocation policy
in dual language bilingual education. Bilingual Research Journal, London, v. 41, n. 1, p. 37-51, 2018. DOI: DOI: https://doi.org/10.1080/15235882.2017.1405098
1080/15235882.2017.1405098 - 2018. Available on: https://www.tandfonline.com/doi/full/10.1080/1523
2017.1405098?casa_token=U9y_kfi0VP4AAAAA%3A0Sa4Qw4gkJHzs2AgNh59KZwj0VM5z9qwRUS
Jjeh0jBH_YebPHiR5Fd6B-ffTYCV1btnZ3YgMmZIh56o. Access on: 12 Jul. 2022.
GARCÍA, Ofelia. Bilingual education in the 21st Century: a global perspective. Oxford: Wiley Blackwell, 2009.
GARCÍA, Ofelia. The curvas of translanguaging. Translation and Translanguaging in Multilingual Contexts,
Amsterdam, v. 5, n. 1, p. 86-93, 2019. DOI: https://doi.org/10.7588/worllitetoda.93.1.0086
GARCÍA, Ofelia. Theorizing and enacting translanguaging for social justice. In: BLACKLEDGE, Adrian;
CREESE, Angela (ed.). Heteroglossia as practice and pedagogy. New York, NY: Springer, 2013. p. 199-216.
GARCÍA, Ofelia; ALVIS, Jorge. The decoloniality of language and translanguaging: Latinx knowledge-
production. Journal of Postcolonial Linguistics, New York, v. 1, n. 1, p. 26-40, 2019.
GARCÍA, Ofelia; FLORES, Nelson; WOODLEY, Heather Homonoff. Transgressing monolingualism and bilingual
dualities: translanguaging. 2011. Available at: https://ofeliaGarcíadotorg.files.wordpress.com/2011/02/
surbaneduca120920150401.pdf. Access on: 16 Jan. 2021.
GARCÍA, Ofelia; WEI, Li. Translanguaging: language, bilingualism and education. New York: Palgrave
Macmillan, 2014.
GIAMPAPA, Frances. Multiliteracies, pedagogy and identities: teacher and student voices from a Toronto
Elementary School. Canadian Journal of Education, Toronto, v. 33, n. 2, p. 407-431, 2010.
HARKLAU, Linda. Adolescent second language learning and multilingualism. Oxford: University Press. In press.
HELLER, Monica. Distributed knowledge, distributed power: a sociolinguistics of structuration. Text &
Talk, Berlim, v. 27, n. 5-6, p. 633-653, 2007. DOI:10.1515/TEXT.2007.029. 2007. DOI: https://doi.org/10.1515/TEXT.2007.029
HERRERA, Luz Yadira. Growing critical bilingual literacies in a bilingual teacher residency program. Journal
of Language, Identity and Education, Mahwah, NJ, v. 21, n. 3, p. 174-190, 2022. Available at: https://www. DOI: https://doi.org/10.1080/15348458.2022.2058859
tandfonline.com/doi/full/10.1080/15348458.2022.2058859. Access on: 22 Jun. 2022.
JOHNSON, Susana Ibarra; GARCÍA, Ofelia; SELTZER, Kate. Biliteracy and translanguaging in dual-
language bilingual education. In: DEMATTHEWS, David E.; IZQUIERDO, Elena (ed.). Dual Language
education: teaching and leading in two languages. Switzerland: Springer, 2019. p. 119-132. (Language Policy,
v. 18). DOI: https://doi.org/10.1007/978-3-030-10831-1_8 DOI: https://doi.org/10.1007/978-3-030-10831-1_8
KIRAMBA, Lydiah Kananu. Translanguaging in the writing of emergent multilinguals. Internacional
Multilingual Research Journal, Philadelphia, v. 11, n. 2, p. 115-130, 2017. DOI: 10.1080/19313152.2016.1239457. DOI: https://doi.org/10.1080/19313152.2016.1239457
KRESS, Gunther. Recognizing learning: a perspective from a social semiotic theory of multimodality. In: DE
SAINT-GEORGES, Ingrid; WEBER, Jean-Jacques (ed.). Multilingualism and multimodality: current challenges
for educational studies. The Netherlands: Sense Publishers, 2013. p. 117-140.
LIBERALI, Fernanda Coelho; LIBERALI, André Ricardo Abbade. Para pensar a metodologia de pesquisas
nas ciências humanas. Inter FAINC, Santo André, SP, v. 1, n. 1, p. 1-84, jul./dez. 2011.
LIBERALI, Fernanda Coelho; SWANWICK, Ruth. Translanguaging as a tool for decolonizing interactions in
a space for confronting inequalities. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada,
São Paulo, SP, v. 36, n. 3, Nov. 2020. Available on: https://doi.org/10.1590/1678-460x2020360303. Access DOI: https://doi.org/10.1590/1678-460x2020360303
on: 25 Apr. 2021.
LUCENA, Maria Inêz Probst; CARDOSO, Angela Cristina. Translinguagem como recurso pedagógico: uma
discussão etnográfica sobre práticas de linguagem em uma escola bilíngue. Calidoscópio, São Leopoldo, RS,
v. 16, n. 1, p. 143-151, jan./abr. 2018. Available on: http://revistas.unisinos.br/index.php/calidoscopio/
article/view/14690/0. Access on: 16 Jan. 2021.
MEGALE, Antonieta Heyden; LIBERALI, Fernanda Coelho. As implicações do conceito de patrimônio
vivencial como uma alternativa para a educação multilíngue. Revista X, Curitiba, PR, v. 15, n. 1, p. 55-74, 2020. DOI: https://doi.org/10.5380/rvx.v15i1.69979
MELLO, Heloísa Augusta Brito de. Educação bilíngue: uma breve discussão. Revista Horizontes de Linguística
Aplicada, Brasília, DF, v. 9, n. 1, p. 118-140, 2010.
MIGNOLO, Walter. The darker side of western modernity: global futures, decolonial options. Durham: Duke
University Press, 2011.
MIGNOLO, Walter; WALSH, Catherine. On decoloniality: concepts, analytics and praxis. Durham, NC: Duke
University Press, 2018.
MOITA LOPES, Luiz Paulo. Fotografias da Linguística aplicada brasileira na modernidade recente: contextos
escolares. In: MOITA LOPES, Luiz Paulo (org.). Linguística aplicada na modernidade recente. Festschrift para
Antonieta Celani. São Paulo: Parábola, 2013. p. 15-37.
MOLYNEUX, Paul; SCULL, Janet & ALIANI, Renata. Bilingual education in a community language: lessons
from a longitudinal study. Language and Education. 30. 1-24. 10.1080/09500782.2015.1114630. 2015 Available
on: https://www.researchgate.net/publication/284278461_Bilingual_education_in_a_community_language_
lessons_from_a_longitudinal_study. Access on: 07/07/2022.
MORTIMER, Katherine; DOLSA, Gabriela. Ongoing emergence: borderland high school DLBE student’s self-
identifications as lingual people. International Journal of Bilingual Education and Bilingualism, Clevedon, p. 7-19, 2020.
NININ, Maria Otilia Guimarães; MAGALHÃES, Maria Cecília Camargo. A linguagem da colaboração crítica
no desenvolvimento da agência de professores de ensino médio em serviço. Alfa: Revista Linguística, São
José Rio Preto, SP, v. 61, n. 3, set./dez. 2017. Available at: https://www.scielo.br/pdf/alfa/v61n3/0002-5216-
alfa-61-03-0625.pdf. Access on: 13 Mar. 2021.
ROCHA, Cláudia Hilsdorf. Línguas estrangeiras na infância, formação cidadã e letramento crítico.
In: STURM, Luciane; TOLDO, Cláudia (org.). Desafios contemporâneos no ensino: língua materna e língua
estrangeira. Campinas, SP: Pontes Editores, 2018. v. 1, p. 125-156.
TAI, Kevin W. H.; LI, Wei. Co-learning in Hong Kong English Medium instruction mathematics secondary
classrooms: a translanguaging perspective. Language and Education, Clevedon, 2020. Available on: https://www.
researchgate.net/publication/345251460_Co-Learning_in_Hong_Kong_English_Medium_Instruction_
Mathematics_Secondary_Classrooms_A_Translanguaging_Perspective. Access on: 7 Jul. 2022.
TAKAKI, Nara Hiroko. Expandindo o ensino de inglês nos anos iniciais: aspectos transculturais e
translíngues. Letras & Letras, Uberlândia, MG, v. 34, n. 1, p. 147-175, jan./jun. 2018. DOI: https://doi.org/10.14393/LL63-v34n1a2018-7
WALSH, Catherine. Decoloniality, pedagogy, and praxis. In: PETERS, Michael (ed.). Encyclopedia of educational
philosophy and theory. Singapore: Springer, 2016. Available at: https://doi.org/10.1007/978-981-287-532-7_499-
Access on: 12 Jul. 2022.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Signum: Estudos da Linguagem
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal reserves the right to make, in the originals, normative, orthographic and grammatical modifications in order to maintain the standard language and the credibility of the publication. It will respect, however, the authors’ style of writing. Modifications, corrections and suggestions of conceptual order will be forwarded to the authors, if necessary. In these cases, the papers, once appropriate, should be submitted to a new appreciation. The final examinations will not be forwarded to the authors. Works published become property of Signum, being its total or partial reprint subject to an explicit authorization of the journal. In all subsequent quotes the original source of publication should be mentioned, in case, in Photographic Discourse. Opinions emitted by the authors are their exclusive responsibility.
