Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27872
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?
Author(s): Creese, Angela
Blackledge, Adrian
Contact Email: adrian.blackledge@stir.ac.uk
Issue Date: Apr-2010
Citation: Creese A & Blackledge A (2010) Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. Modern Language Journal, 94 (1), pp. 103-115. https://doi.org/10.1111/j.1540-4781.2009.00986.x.
Abstract: This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.
DOI Link: 10.1111/j.1540-4781.2009.00986.x
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