Translanguaging in the ELT Classroom

This set of vocabulary flashcards covers the definitions, theoretical perspectives, and practical classroom applications of translanguaging within English Language Teaching as discussed by Jason Anderson.

Translanguaging

The use of any or all resources (words, grammar, paralinguistic features, etc.) in a speaker's full linguistic repertoire to maximize communicative potential, often disregaring boundaries between named languages.

Translingual

The most commonly used adjective form associated with the verb and noun 'translanguaging'.

Linguistic Repertoire

The full set of resources, including all languages spoken, that an individual uses to communicate.

Weaker Versions (of translanguaging)

Theoretical conceptualisations that recognize both the importance of the multilingual repertoire and the societal reality of named languages, particularly in formal systems like monolingual exams.

Stronger Versions (of translanguaging)

Theoretical views arguing that multilinguals possess a single, unified repertoire and simply 'language' (as a verb) rather than 'switching' between separate language systems.

Monolanguaging

The act of restricting language use to resources from only one named language (e.g., English), often for practice or examination preparation.

Restrictive Translanguaging

A term used by Rabbidge (2019) to describe instances where teachers and students restrict their language use to a single named language like English.

More Enabled Language

A language shared by both the teacher and learners (often the L1) that can be used as a resource to facilitate learning in the classroom.

Type A context

Contexts identified by Philip Kerr where the teacher can only use English and learners do not share a community language.

Type B context

Contexts identified by Philip Kerr where learners share a community language, but the teacher cannot use it.

Type C context

Contexts identified by Philip Kerr where both the teacher and learners can use a shared 'more enabled language' to facilitate English learning.

Background Schemata

A learner's prior knowledge, often encoded in their known languages, which can be activated to make lesson content or complex texts more accessible.

Metalinguistic Awareness

A learner's awareness of language itself and the role it plays in knowledge and learning.

Crosslinguistic Mediation

The practice of using stronger languages to help others understand information encoded in a weaker language (e.g., summarizing an English text in an L1).

Target Language

The language being taught or practiced in the classroom, such as English in the ELT context.