1. "Inventing a Translingual Learning Community in
the Elementary Classroom”
TESOL 2013 The 47th Annual Convention
Dallas, TX
David Schwarzer
Montclair State University
2. Attempts for more fluid
conceptualizations
Transnational education
Hybridity
Third space
Dynamic bilingualism
World minded educator
Translingual education
3. Trans-language learner? Jonietz
(1994)
“If the traditional terms are not really applicable, is
there a more appropriate term? Is it possible that
these learners are ‘trans-language learners’ (TLL)?
Trans-language learner is a term which describes an
individual who moves from a maternal/native
language to competence in an additional
environmental/instructional language and culture.”
(p.43)
4. Translingual Writers –
Kellman (2003)
Translingual authors as “those who write in more than
one language or in a language other than their primary
one.” (p. ix)
By expressing themselves in multiple verbal systems,
[translingual writers] flaunt their freedom from the
constrains of the culture into which they happen to be
born (ix). Kellman (2003)
5. Cutter, M. J. (2005) Book (review
of Kellman 2003)
Translingualism as a subject is certainly worthy of
theorization and study… However, the definition of
translingualism presented here is very broad and the
collection as a whole therefore remains rather diffuse
and unfocused. Problematically, Kellman never
distinguishes translingualism from bilingualism,
multilingualism, or ambibilingualism. (p.199)
6. Proposing a new definition:
translingualism/transliteracy
1. Languages and literacies that develop while
interacting with each other in a dynamic and fluid
way
2. while moving back and forth between real and
“imagined” glocalized borders
3. and transacting with different cultural identities
within a unified self. (Schwarzer, in preparation)
7. Three ways to define
translingualism
Translingualism as a new phenomenon of
study
Translingualism as an ideology
Transligualism as a new methodology
For more information – Visit
http://transligualism.ning.com
8. Translingualism as a new
Phenomenon
Canagarajah, S (2013). Translingual Practice:
Global Englishes and Cosmopolitan Relations.
Shahjahan, R & Kezar, A (2013). Methodological
Nationalism.
“Glonacality” emphasize the intersections,
interactions, mutual determinations of these levels
(global, national, and local)… not as a linear flow
from the global to the local; rather a simultaneity
of flows. (Marginson & Rhodes, 2002)
9. Linguistic Landscapes – Multiliteracy
dig – Environmental Print
Linguistic objects that mark the public space (Ben-Rafael et al.,
2006).
LL reveal social realities as they are evidence of socio-political
forces, cultural identities, and linguistic heritage language
representations relates to issues of the relative power and status of
the different languages in a specific sociolinguistic context (Cenoz
& Gorter, 2008)
"private" vs. "public" signs - signs issued by public authorities (like
government, municipalities or public agencies) and signs issued by
individuals, associations, or firms acting more or less autonomously
in the limits authorized by official regulations (Ben-Rafael et al.,
2006)
10. Linguistic Landscape of Harrison, NJ
3 schools and 1,783 students
180 (approx. 10%) are classified as LEP
Student population is: 9% Asian, 1% African-
American, 58% Hispanic, 32% Caucasian
19% of students below poverty level
The districts spends $400,000 on bilingual
education annually
14. Translingualism as a new ideology
Can you be bilingual and have a monolingual
view of language and literacy development?
The bilingual middle school teacher story.
Can you be monolingual and have a translingual
view of language and literacy development?
Monolingual teachers as “jazz band” directors in
their translingual classrooms.
15. Translingualism as a New
Methodology
Unit plans designed by monolingual students to
impact learning in their translingual learning
communities.
http://translingualism.ning.com
http://translingualismtoday.weebly.com/
http://translyricism.weebly.com/
http://www.multiliteracyintheham.myeweb.net/
19. Immune System Biology Unit Plan
for the STEM School in Paterson, NJ
A Culturally Relevant Plan to
Cultivate Scientific Learning
20. Paterson, NJ
City of Paterson dates back to the Revolutionary War era
Former industrial center
The residents are dominantly of Hispanic descent. The population also
contains significant African American, Middle Eastern and Caucasian
populations.
The school populations are overwhelmingly poor with significant
proportions of students who are ELLs. Also, the schools have high
proportions of students classified under IDEA.
21. Immune System Unit Plan
Deductive approach to learning.
Culturally relevant.
Multi-lingual
Values student experiences
Approach to science education in line with AAAS standards.
22. Concrete Examples for Elementary
ESL Teachers in the Content Areas
Translingual teacher as an jazz band director
Translingual linguistic landscape project
Visits by community members
Multilingual word wall
Written assignments in heritage language
Family Language Use Tree
Community Language Use Tree
Identity Texts
23. Thank You – Muchas Gracias –
Toda Raba
Dr. David Schwarzer, Chairperson
Secondary and Special Education
College of Education and Human Services
Montclair State University
schwarzerd@mail.montclair.edu
Editor's Notes
This restaurant is an excellent example of linguistic diversity in Harrison and the of the fluidity of translingualism. Initially from the exterior, it appears the restaurant serves (and delivers) Chinese food. The yellow sign includes both Chinese characters and English words.
But a closer glance reveals the restaurant, which is Chinese-operated, also serves Peruvian-Chinese fusion food. In the 19 th and 20 th centuries, Chinese immigrants in Peru began to use Peruvian ingredients for their cooking and Latin American cooking techniques. As a result, “ chifa ” or “ chaufa ” was born. The two words, “ chifa ” or “ chaufa ” come from a Spanish pronunciation of the Mandarin words, “ chi fan ” or “ chao fan, ” meaning “ to eat rice ” or “ fried rice. ” This sign, therefore, is not only evidence of a Peruvian community In Harrison, but also the mixing of a Chinese-American restaurant with Peruvian-Chinese fusion food. For example, the sign here is in English, Spanish, and a Spanish pronunciation of a Chinese word. “ Seafood ” is English, “ Arroz ” is Spanish for rice, and “ Chaufa, ” meaning the rice is specially prepared.
Much like the Chinese/Peruvian restaurant, this Harrison storefront displays a combination of words and phrases from multiple languages. The store offers a variety of services – it is a travel agency and bank, which the owners have signified with English words like “travel” and “money transfer.” The store also advertises access to the internet, with Spanish words and phrases, like “internet café” and “cyber café.” Other phrases like “fax, copias & P.O. Box,” are a fluid mixture of English and Spanish. Most importantly, this sign was purposely created by the store owner in a permanent manner, by affixing adhesive letters to glass and ordering a printed plexi-glass sign. The design was created and assumingly vetted by a number of people, members of the community who approved of the language use inherent in it.