Multilingualism and Translanguaging: The Dynamics of Language Use in Multilingual Communities
DOI:
https://doi.org/10.69760/mj04tr73Keywords:
Translanguaging, Multilingualism, Bilingual Education, Cognitive Flexibility, Language Policy, Digital Communication, Linguistic IdentityAbstract
Translanguaging has emerged as a key concept in the study of multilingualism, offering a dynamic perspective on how speakers fluidly integrate their linguistic resources for communication, learning, and identity formation. This study explores the cognitive, educational, and social implications of translanguaging, highlighting its role in enhancing language processing, classroom engagement, and intercultural interaction. Drawing on qualitative data from multilingual communities, the findings reveal that translanguaging supports cognitive flexibility, fosters deeper comprehension in education, and serves as a tool for self-expression in diverse social settings. However, institutional barriers and monolingual language policies continue to challenge its implementation, particularly in formal education and professional environments. The study calls for a more inclusive linguistic framework that acknowledges multilingual speakers' natural language practices as valuable assets rather than deficiencies. It also identifies future research directions, particularly regarding digital translanguaging and its implications for language policy, education, and technological advancements.
References
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of educational research, 80(2), 207-245.
Aronin, L., & Singleton, D. (2008). Multilingualism as a new linguistic dispensation. International journal of multilingualism, 5(1), 1-16.
Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of Language, Identity & Education, 16(4), 193-198.
Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. Multilingual education: Between language learning and translanguaging, 1-15.
Duarte, J. (2020). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 17(2), 232-247.
García, O. (2009). Education, multilingualism and translanguaging in the 21st century. Social justice through multilingual education, 143, 158.
García, O., & Lin, A. M. (2017). Translanguaging in bilingual education. Bilingual and multilingual education, 117-130.
Horner, K., & Weber, J. J. (2017). Introducing multilingualism: A social approach. Routledge.
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational research and evaluation, 18(7), 641-654.
Mazak, C. M., & Carroll, K. S. (Eds.). (2016). Translanguaging in higher education: Beyond monolingual ideologies (Vol. 104). Multilingual Matters.
Otheguy, R., García, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 10(4), 625-651.
Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6-23.
Wei, L. (2018). Translanguaging as a practical theory of language. Applied linguistics, 39(1), 9-30.
Downloads
Published
Issue
Section
License
License Terms
All articles published in Porta Universorum are licensed under the Creative Commons Attribution–NonCommercial 4.0 International License (CC BY-NC 4.0). This license permits:
-
Sharing (copying and redistributing the material in any medium or format),
-
Adapting (remixing, transforming, and building upon the material),
-
for non-commercial purposes only,
-
with proper attribution to the original author(s) and source.
Commercial use of the material is not permitted without prior written permission from the publisher.
