LEADER 04147nam 22006975 450 001 9910153172003321 005 20240117140743.0 010 $a1-78309-666-7 010 $a1-78309-665-9 024 7 $a10.21832/9781783096657 035 $a(CKB)3710000000960889 035 $a(MiAaPQ)EBC4748337 035 $a(DE-B1597)491576 035 $a(OCoLC)965146764 035 $a(DE-B1597)9781783096657 035 $a(EXLCZ)993710000000960889 100 $a20200707h20162016 fg 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aTranslanguaging in Higher Education $eBeyond Monolingual Ideologies /$fCatherine M. Mazak, Kevin S. Carroll 210 1$aBlue Ridge Summit, PA :$cMultilingual Matters,$d[2016] 210 4$dİ2016 215 $a1 online resource (202 pages) 225 0 $aBilingual Education & Bilingualism 311 $a1-78309-664-0 311 $a1-78309-663-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $tFrontmatter --$tContents --$tContributors --$tAcknowledgements --$t1. Introduction: Theorizing Translanguaging Practices in Higher Education --$t2. Translanguaging Practices in a South African Institution of Higher Learning: A Case of Ubuntu Multilingual Return --$t3. A Call for (Trans)languaging: The Language Profiles at Roskilde University --$t4. The Ecology of Language and Translanguaging in a Ukrainian University --$t5. Professors Translanguaging in Practice: Three Cases from a Bilingual University --$t6. Translanguaging in a Multimodal Mathematics Presentation --$t7. Multilingual Policies and Practices in Indian Higher Education --$t8. Translanguaging within Higher Education in the United Arab Emirates --$t9. Teachers? Beliefs about Translanguaging Practices --$t10. Concluding Remarks: Prestige Planning and Translanguaging in Higher Education --$tIndex 330 $aThis book examines translanguaging in higher education and provides clear examples of what translanguaging looks like in practice in particular contexts around the world. While higher education has historically been seen as a monolingual space, the case studies from the international contexts included in this collection show us that institutions of higher education are often translingual spaces that reflect the multilingual environments in which they exist. Chapters demonstrate how the use of translanguaging practices within the context of global higher education, where English plays an increasingly important role, allows students and professors to build on their linguistic repertoires to more efficiently and effectively learn content. The documentation of such practices within the context of higher education will further legitimatize translanguaging practices and may lead to their increased use not only in higher education but also in both primary and secondary schools. 410 0$aBilingual education and bilingualism ;$v104. 606 $aLanguage transfer (Language learning) 606 $aEducation, Bilingual 606 $aLanguage and languages$xStudy and teaching (Higher education) 606 $aLanguages in contact 606 $aMultilingualism 610 $aBilingualism. 610 $aEMI. 610 $aEnglish medium instruction . 610 $aHigher education. 610 $aLanguage policy. 610 $aMedium of instruction. 610 $aMultilingualism. 610 $aTranslanguaging. 615 0$aLanguage transfer (Language learning) 615 0$aEducation, Bilingual. 615 0$aLanguage and languages$xStudy and teaching (Higher education) 615 0$aLanguages in contact. 615 0$aMultilingualism. 676 $a418.00711 686 $aES 555$2rvk 702 $aCarroll$b Kevin S.$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMazak$b Catherine M.$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910153172003321 996 $aTranslanguaging in Higher Education$92788023 997 $aUNINA