The Handbook of Translanguaging

• Record Nr.: UNINA9911043881703321
• Autore: Wei Li
• Pubbl/distr/stampa: Newark : , : John Wiley & Sons, Incorporated, , 2025; ©2026
• ISBN: 1-394-22714-0; 1-394-22716-7; 1-394-22715-9
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (594 pages)
• Collana: Blackwell Handbooks in Linguistics Series
• Disciplina: 410
• Soggetti: Linguistics; Bilingualism
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Cover -- Series Page -- Title Page -- Copyright Page -- Dedication -- Contents -- List of Contributors -- Praise for the Handbook -- Chapter 1 Navigating Translanguaging: : Decoloniality, Fluid Simultaneity and Multimodalities -- 1.0 Introduction -- 1.1 The Decolonizing Logic of Translanguaging -- 1.2 Fluidity, Assemblages, Relationality and the Unitary Repertoire -- 1.3 Multimodalities and Other Material Resources -- 1.4 Translanguaging in Education -- 1.5 Translanguaging in Research -- 1.6 Conclusions and Cautionary Notes -- References -- Part I Theoretical Foundations and Conceptual Frameworks -- Chapter 2 Integrating Languaging, Translanguaging, and Trans-semiotizing as Living Process: : An Organicist-processual View -- 2.1 Introduction -- 2.2 The Organicist-processual View -- 2.3 Correspondence and Transaction -- 2.4 Translanguaging in Action: Analysis of an Example -- 2.5 Translanguaging in the Episode: Implications for Education, Teaching, and Learning -- 2.6 Visceral Semantics, Affect, Voice Dynamics and the Materiality of Utterances: Turning up the Microscope on the Example -- 2.7 Translation, Translanguaging, Trans-semiotizing, and the Thinking Body -- 2.8 Conclusion: Living Translanguaging -- References -- Appendix -- Chapter 3 Waterscape Epistemologies, Waves of Knowing and Translanguaging as Wet ; Ontology -- 3.1 Inventing Water and Language: The Hydrosocial -- 3.2 Water, Time, Language and Space: The Hydrocolonial -- 3.3 Waterscape Epistemologies and Languaging: Hydrologics -- 3.4 Language, Water and Ownership: The Hydrocommons -- 3.5 Language Flows and Fluidity: Hydromateriality -- 3.6 Taking to the Water: Hydropolitics of Language -- References -- Chapter 4 Languaging as Ritual -- 4.1 Translanguaging -- 4.2 Music -- 4.3 Movement -- 4.4 Rhythm -- 4.5 Memory -- 4.6 Involvement -- 4.7 Gesture -- 4.8 Ritual -- 4.9 Creativity.; 4.10 Listening -- 4.11 Languaging -- 4.12 Implications -- Reference -- Chapter 5 The Politics of "Meaning" in Translingual Practice -- 5.1 Introduction: Outlining the Key Issues to Be Discussed -- 5.2 Background: Conceptual Developments -- 5.3 A Summary of the Research That Has Been Done So Far on the Issues -- 5.4 Conceptual and Methodological Issues That Emerge from the Current Scholarship -- 5.5 A Discussion of Future Directions, Including New Questions That Should be Asked and Methodological Considerations -- References -- Appendix -- Transcription Reference -- Chapter 6 Translanguaging and the Linguistic Capacity of Bilinguals -- 6.1 Introduction -- 6.2 Named Languages as Sociocultural Inventions -- 6.3 The Ontology of Named Languages -- 6.4 The Units of the Bilingual's Single Grammar -- 6.5 Selecting Units from the Bilingual's Single Grammar -- 6.6 Characteristics of Psycholinguistic and Code-Switching Studies -- 6.7 Psycholinguistic Studies -- 6.8 Studies of Code-Switching -- 6.9 Summary and Concluding Discussion -- References -- Chapter 7 A Raciolinguistic Perspective on Translanguaging -- 7.1 Translanguaging into Raciolinguistic Ideologies -- 7.2 Race, Colonialism and Translanguaging -- 7.3 Undoing the Multilingual Perspective on Translanguaging -- 7.4 Toward a Translanguaging Otherwise -- References -- Chapter 8 Translanguaging Triad: Resistance, Decoloniality, and Transformative Praxis in the Global South -- 8.1 Introduction -- 8.2 The Onto-epistemology of the Global South -- 8.3 Translanguaging as a Theory of the Global South -- 8.4 Translanguaging as Resistance -- 8.4.1 Resisting Linguistic Erasure and (De)Legitimization -- 8.4.2 Linguistic Activism -- 8.5 Translanguaging as a Decolonial Project -- 8.5.1 Linguistic Justice -- 8.6 Epistemic Equity -- 8.7 Translanguaging as a Transformative Praxis -- 8.7.1 Translingual Action.; 8.7.2 Teachers for Teachers (TfT) Project and Translingual Action -- 8.7.3 Ideological Becoming -- 8.8 Conclusion -- References -- Chapter 9 Translanguaging and Bilingual Cognition -- 9.1 Introduction -- 9.2 Cognitive Consequences of Translanguaging -- 9.2.1 Cognitive Flexibility -- 9.2.2 Metalinguistic Awareness -- 9.2.3 Improved Creativity and Enhanced Vocabulary -- 9.2.4 Facilitation of Learning and Proficiency -- 9.2.5 Cultural Sensitivity -- 9.3 Methodological Issues -- 9.4 Future Directions -- References -- Chapter 10 Translanguaging, Transmodalities, and Transpositioning: Meaning-Making and Relationality in Communication -- 10.1 Introduction -- 10.2 Defining Key Constructs -- 10.2.1 Transmodalities -- 10.2.2 Transpositioning -- 10.2.3 Critical Cosmopolitanism -- 10.3 Summary of Research -- 10.4 Conceptual and Methodological Issues -- 10.5 Future Directions -- References -- Chapter 11 Methodological Challenges and Opportunities in Translanguaging -- 11.1 Introduction -- 11.2 Methodological Challenges? -- 11.3 Are We Asking the Right Questions? -- 11.4 Methodological Challenges? Or Methodology as a Challenge? -- 11.5 Conclusion -- References -- Chapter 12 Ethics and Translanguaging Research: Researcher Identity, Participants' Relationships -- 12.1 Introduction -- 12.2 Previous Scholarship ; on Research Ethics -- 12.3 Conceptual and Methodological Issues in Current Scholarship -- 12.4 Future Directions: New Questions and Methodological Considerations -- References -- Part II Translanguaging Education -- Chapter 13 Bilingual Education and Translanguaging -- 13.1 Introduction -- 13.2 Research-Based Educational Benefits of Translanguaging in Bilingual Education -- 13.3 Methodological and Conceptual Issues of Translanguaging in Bilingual Education -- 13.3.1 English Hegemony in Bilingual Education Programs Involving a Minoritized Language.; 13.3.2 Enduring Monoglossic Ideologies in Bilingual Education Programs -- 13.3.3 Contentious Debates on Translanguaging Theory in Bilingual Education -- 13.4 Language Policy Planning and Practice: Sustainable Translanguaging Pedagogies at Macro, Meso and Micro Levels in Bilingual Education -- 13.5 Future Directions -- 13.5.1 Translanguaging in Bilingual Teacher Education -- 13.5.2 Translanguaging and Assessment in Bilingual Education -- References -- Chapter 14 Translanguaging, Biliteracy, Multiliteracies, and Critical Literacy -- 14.1 Biliteracy: An Evolving Concept -- 14.2 From Biliteracy to Multiliteracies, Pluriliteracies, and Critical Literacies -- 14.3 Translanguaging as a Revolutionizing Framework in Literacy Research -- 14.4 Translanguaging and Biliteracy: Review of Recent Research -- 14.4.1 Propelling Metalinguistic Awareness -- 14.4.2 Deepening Cognitive Processes -- 14.5 Methodological &amp -- Conceptual Issues in Research of Metalinguistic and Cognitive Capabilities of Translanguaging -- 14.6 Expanding Articulations of Translanguaging in Biliteracy Research: Toward a Critical and Decolonizing Stance -- 14.7 Critical Consciousness and Humanizing Education: Transcending the Language Focus and Neutrality in Biliteracy Frameworks -- 14.8 Embodied Translanguaging: The Catalyst for Transformative Literacies -- 14.8.1 Conclusion and Future Directions -- References -- Chapter 15 Translanguaging, EMI, and Language-of-Instruction Policies and Practices -- 15.1 Introduction -- 15.2 The Need for Translanguaging Pedagogies in EMI -- 15.3 Affordances of Translanguaging Pedagogies in EMI -- 15.3.1 Advancing a Social Justice Agenda -- 15.3.2 Enhancing Student Collaboration and Peer Scaffolding -- 15.4 Issues and Challenges with Implementing Translanguaging in EMI -- 15.4.1 Attitudes and Resistance toward Translanguaging.; 15.4.2 Monolingual Bias in Assessment Practices -- 15.4.3 Language Hierarchies and Power Dynamics Between Local Languages -- 15.4.4 Wider Socioeconomic Structures -- 15.5 Areas for Teacher Development -- 15.5.1 Addressing Pedagogical Inadequacy -- 15.5.2 Addressing Sociopolitical Uncriticality -- 15.6 Conclusions and Future Research Directions -- References -- Chapter 16 Translanguaging in Foreign Language Education -- 16.1 Introduction -- 16.2 A Summary of the Key Research -- 16.3 Issues Emerging from the Literature -- 16.3.1 Conceptual Tensions -- 16.3.2 Emergent Bilinguals and Social Justice -- 16.3.3 Practical Classroom Issues -- 16.4 Future Directions and Considerations -- 16.4.1 Final Remarks -- References -- Chapter 17 Community-Based Language Education and Translanguaging -- 17.1 Introduction -- 17.2 Community-Based Language Education -- 17.3 Tensions Surrounding Community-Based Language Education in the U.S. -- 17.4 Translanguaging in Community-Based Education -- 17.5 Case 1: Filipino Community-Based Language Schools in Hawaii -- 17.6 Case 2: Korean Community-Based Language Schools in the U.S. -- 17.7 Case 3: Turkish Community-Based Language Schools in New York City -- 17.8 Challenges and Discussion -- 17.9 Conclusion: Reimagining Translanguaging Community-Based Language Schools -- ; References -- Chapter 18 Whakahokia te reo ki ng uri whakaheke: Translanguaging as a Means of Responding to Historically Based Language Trauma -- 18.1 Introductory Background -- 18.2 Assimilationist Pressures and Mori Identities -- 18.3 Historical Trauma and Indigenous Language Learning -- 18.4 Translanguaging in Aotearoa -- 18.5 Case Study 1: Te reo Mori kei ng hapori reo MoriExperiences of Mori Langauge Use by Tangata Whenua of Aotearoa -- 18.5.1 Method and Methodology -- 18.5.2 Results from Case Study 1.; 18.6 Case Study 2: Translanguaging in Support of te reo Mori Acquisition and Maintenance in a puna reo.
• Sommario/riassunto: The authoritative reference work on Translanguaging, one of the most dynamic and fast-growing areas of research in modern linguistics Translanguaging has transformed how we understand language, bilingualism, and education, challenging conventional views and reshaping theory, policy, and practice.