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 Language and literacy development
(unmarked)
 Language and Literacy defined by its context
 Political, Hegemonic and resistance powers of
English
 Beyond monolingual views of language and
literacy development
 Attempts for more fluid conceptualizations
 Migrant
 Immigrant
 Borderland epistemology
 Binational
 Multinational
 English as a Second Language
 English as an additional language
 English language learner
 Limited English Proficient
 English as a world language
 Second Language Acquisition
 Bilingual – emergent bilingual
 Trilingual
 Multilingual
 Hybridity
 Third space literacy (Gutierrez)
 Dynamic bilingualism
 World minded educator
 Linguisitic flows
 Transnational literacies
 Translingual education
 “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)
 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)
 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)
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)
Phenomenon of study

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Phenomenon of study

  • 1.  Language and literacy development (unmarked)  Language and Literacy defined by its context  Political, Hegemonic and resistance powers of English  Beyond monolingual views of language and literacy development  Attempts for more fluid conceptualizations
  • 2.  Migrant  Immigrant  Borderland epistemology  Binational  Multinational
  • 3.  English as a Second Language  English as an additional language  English language learner  Limited English Proficient  English as a world language
  • 4.  Second Language Acquisition  Bilingual – emergent bilingual  Trilingual  Multilingual
  • 5.  Hybridity  Third space literacy (Gutierrez)  Dynamic bilingualism  World minded educator  Linguisitic flows  Transnational literacies  Translingual education
  • 6.  “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)
  • 7.  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)
  • 8.  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)
  • 9. 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)