Translanguaging And Language Education: Perspectives On Language Identity, Bilingualism, Pedagogy, And Assessment

Résumé

Traditional conceptions of language learning and teaching are mutating now to a much more linguistically wide and encompassing perspective on what languages are and how they should be appropriately taught, assessed, included, utilized, and preserved in and outside the classroom. Accordingly, this study aimed at analyzing the implications translanguaging had over language learning and teaching. Based on a critical literature review lens (Mora, 2020), five analysis categories were used to delimit and navigate it: translanguaging and its repercussions on language identity, bilingualism, pedagogy, and assessment practices. It was then concluded that purposefully integrating language users’ multilingual, multicultural, and multiethnic histories mediated by translanguaging significantly enhanced their meaning-making conventions, fostered instruction engagement, and provided with a fair and encompassing teaching and assessment practices that regarded, celebrated, and utilized students’ diverse backgrounds.