AAAL and TESOL in the Windy City

Last month I headed off to Chicago with Anna and Tommi for my first international trip with MM – a week of back to back conferences, starting with AAAL and ending with TESOL. After a nice, relaxing flight over, I arrived in Chicago ready to dive straight into the first day of AAAL the following morning.

On the walk to the conference hotel on the first morning, I truly understood how Chicago got its “Windy City” nickname. It was absolutely freezing! No matter which way you turned, hoping the next block would offer some shelter, the gusts coming off the lake seemed to find you. It was a relief to arrive and hunker down in basement where the exhibit hall was located.

Tommi, Anna and Flo at AAAL

After a fairly relaxed start, it was quite the baptism of fire when the first coffee break brought a flurry of people downstairs to the exhibit hall, and every subsequent break continued in the same vein, with all three of us scrabbling for pens, order forms and books at once. Still, it was great to see so much enthusiasm for our books and it was a really successful conference in terms of sales, with Jan Blommaert’s new book, Dialogues with Ethnography, and Translanguaging in Higher Education edited by Catherine M. Mazak and Kevin S. Carroll proving particularly popular.

Dinner with Wayne Wright

It was also a really good opportunity for me to finally meet so many of the people I’ve been emailing back and forth with over the past three and a half years, and put faces to names. We were even able to spend time with a couple of our authors after the conference over dinner and had lovely meals out with Wayne Wright, and Maggie Hawkins and her son, Sam. I particularly enjoyed sampling the culinary delights Chicago has to offer, including deep dish pizza, steak and the best Brussels sprouts I have ever encountered in my life!

With AAAL over and Anna on a flight back to the UK, Tommi and I headed straight off to the convention centre where this year’s TESOL was being held. It was a totally different experience for me, having never exhibited in a convention centre before, and I couldn’t believe the sheer scale of the place. After a quiet start, our stand got busier and busier, and by the time Tommi left for home on the penultimate day, I was rushed off my feet! Again, sales were good and it was particularly pleasing to take so many preorders of Shawna Shapiro, Raichle Farrelly and Mary Jane Curry’s forthcoming book, Educating Refugee-background Students, due out in May.

It being my first time in Chicago, I took the opportunity wherever possible to see some of the sights at the end of each day at the conference. I ventured off to Millennium Park to see the famous Bean sculpture there, visited the Art Institute (where the highlight, aside from the collections of famous paintings, were the incredible Thorne Miniature Rooms) and waited in what felt like the world’s longest queue to go up the Willis Tower and try out “The Ledge”, a glass balcony that extends four feet outside the 103rd floor!

Flo

 

Translanguaging: from a little acorn a mighty oak grows

This month we published New Perspectives on Translanguaging and Education edited by BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer and Åsa Wedin. In this post the editors explain how the book came about and introduce us to the metaphor of the “translanguaging tree”.

Research on translanguaging has often been centred in superdiverse cities and urban spaces. Thus, Dalarna University in Falun, Sweden, may not have come to mind first when exploring new research in the dynamic field of translanguaging as theory and pedagogy ‒ until now! Dalarna University has proven to be the springboard for a collection of innovative international research on translanguaging. How did this happen?

Let us back up a bit! The four of us editors have all been teaching and researching language in education in the Swedish context for many years, focusing on both policy and practice. With approximately 20% of Sweden’s population comprised of immigrants and at least 140 languages spoken by pupils in the compulsory school system, language use in and out of educational contexts is a stimulating field. Our research led us naturally to the concept of translanguaging.

The Translanguaging conference at Dalarna University

Translanguaging offered a new way to explore language ideologies, policies, and processes. After a study visit by Åsa to Canada, where she spent time with Jim Cummins and Thornwood Primary School in Mississauga, the idea of a small workshop on translanguaging grew. While we first imagined that perhaps a dozen or so Swedish researchers would join us in Falun, we soon realized that the thirst for discussing translanguaging as a theoretical and pedagogical concept was great. That informal workshop developed into an international conference, “Translanguaging – practices, skills and pedagogy”, with more than 150 researchers from around 20 countries as well as numerous in-service teachers. Bryn Jones, in his presentation at the conference, aptly described the spread of translanguaging as a useful concept in education research with the metaphor “from a little acorn a mighty oak grows”.

The editors at a writing workshop

The metaphor of the acorn even describes the momentum which followed the conference in Falun. Inspired by the amazing research taking place in different contexts, we knew that a volume was needed to share this surge in the field. With a fantastic group of scholars from seven countries, the volume took shape in record time. For us editors, the period of time from April, 2015, to the present will always be remembered as a blur of texts to read, long editor meetings, contact with fantastic authors spread across the world, and appreciation of the great efforts made by everyone involved in the book. A highlight was a two-day writing workshop in the wintry countryside outside of Stockholm, where all the authors gathered for two days of peer-reviewing and mingling.

Many branches of the ever-growing ‘translanguaging tree’ are represented in our volume. Here are just a few:

  • agency
  • language ideology
  • language policy
  • social justice
  • translanguaging space
  • transliteracy
  • critical views on translanguaging
  • young learners to young adults
  • sign languages
  • national minority languages

Organizing a conference on translanguaging in the small town of Falun in Sweden highlights the fact that linguistic and cultural diversity is part of everyday lives in most places in the world. With the publication of this timely collection, we have made one contribution to tending the flourishing ‘translanguaging tree.’ We hope that the field will continue to thrive, and that future research will benefit from this first volume dedicated to new perspectives of translanguaging in education.

For more information about this book, please see our website. If you found this interesting, you might also like Translanguaging in Higher Education edited by Catherine M. Mazak and Kevin S. Carroll.

Translanguaging in Higher Education

This month we are publishing Translanguaging in Higher Education edited by Catherine M. Mazak and Kevin S. Carroll. In this post, Catherine describes how the book came together.

Translanguaging in Higher EducationOver the last several years the term translanguaging has gained traction in academia, particularly in the field of bilingual education. When I first encountered the term I was looking for a way to describe the bilingual classroom practices that were a taken-for-granted part of content learning at my university (the University of Puerto Rico, Mayagüez). It seemed to me that ‘code-switching’ just didn’t cover the complex, layered use of Spanish talk around English text, the use of diagrams labeled in English during a formal presentation in Spanish, or the common practice of using scientific keywords in English while defining them in Spanish. I became interested in understanding these practices as bilingualism, rather than dismissing them with a deficit perspective which treated them as simply strategies for coping with a lack of English skills.

Understanding the role of English as a real force in higher education globally, my colleague Kevin S. Carroll and I began to think about the ways that English in particular, and other colonial languages in general, must be inserting themselves into higher education classrooms around the world. We could imagine that some of the same translanguaging practices that we were seeing in our classrooms must be occurring in other socio-cultural contexts. We also knew that other practices may be taking place that were different from those we were seeing, and so might contribute to our understanding of translanguaging as a theory.

With this in mind, the idea for our book, Translanguaging in Higher Education: Beyond Monolingual Ideologies, was born. We envisioned it as a large cross-case analysis that would incorporate perspectives from diverse socio-cultural contexts around the world. By including chapters about South Africa, Denmark, Ukraine, Puerto Rico, Hong Kong, India, the United Arab Emirates, and the Basque Country, we hope we have accomplished this goal.

We also sought to contribute to the current academic conversation around translanguaging, which has tended to focus on K-12 education. As we attended conferences and presented our work, we kept hearing questions about translanguaging itself. What does it mean exactly? Is it really new? Isn’t it just code-switching?

In the book, I attempt to answer the question, ‘What is translanguaging?’ And here’s my answer from the book’s introduction:

(1) Translanguaging is a language ideology that takes bilingualism as the norm.

(2) Translanguaging is a theory of bilingualism based on lived bilingual experiences. As such, it posits that bilinguals do not separate their ‘languages’ into discrete systems, but rather possess one integrated repertoire of languaging practices from which they draw as they navigate their everyday bilingual worlds.

(3) Translanguaging is a pedagogical stance that teachers and students take on that allows them to draw on all of their linguistic and semiotic resources as they teach and learn both language and content material in classrooms.

(4) Translanguaging is a set of practices that are still being researched and described. It is not limited to what is traditionally known as ‘code-switching’, but rather seeks to include any practices that draw on an individual’s linguistic and semiotic repertoires (including reading in one language and discussing the reading in another, and many other practices that will be described in this book).

(5) As such, translanguaging is transformational. It changes the world as it continually invents and reinvents languaging practices in a perpetual process of meaning-making. The acceptance of these practices – of the creative, adaptable, resourceful inventions of bilinguals – transforms not only our traditional notions of ‘languages’, but also the lives of bilinguals themselves as they remake the world through language.

If you are interested in translanguaging as a developing construct, in bilingualism and bilingual education, in multilingual higher education, in Content and Language Integrated Learning (CLIL), the internationalization of higher education, educational language policy, or languaging across diverse socio-cultural contexts in general, I think you will find this book of interest. Kevin and I accept questions, concerns, and comments here on this post or by email at the addresses below.

Catherine M. Mazak catherine.mazak@upr.edu
Website: www.cathymazak.com 

Kevin S. Carroll kevin.carroll@upr.edu
Website: http://kevincarroll.weebly.com

For further information about this book, please contact the authors at the addresses above or see our website