7/20/2023 0 Comments Clarify languageIn addition, schools confuse the assessment of general linguistic proficiency, which is best manifested in bilinguals while translanguaging, with the testing of proficiency in a named language, which insists on inhibiting translanguaging. In schools, the translanguaging of bilinguals tends to be severely restricted. Translanguaging is the deployment of a speaker’s full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages. From the insider’s perspective of the speaker, there is only his or her full idiolect or repertoire, which belongs only to the speaker, not to any named language. The two named languages of the bilingual exist only in the outsider’s view. Whereas the idiolect of a particular individual is a linguistic object defined in terms of lexical and structural features, the named language of a nation or social group is not its boundaries and membership cannot be established on the basis of lexical and structural features. A proper understanding of translanguaging requires a return to the well known but often forgotten idea that named languages are social, not linguistic, objects. Under translanguaging, the mental grammars of bilinguals are structured but unitary collections of features, and the practices of bilinguals are acts of feature selection, not of grammar switch. Translanguaging is different from code switching. The concept of translanguaging is clarified, establishing it as a particular conception of the mental grammars and linguistic practices of bilinguals. His interests are in linguistic theory and sign-based linguistic analysis. For thirty-three years he taught at Rutgers University in the Graduate School of Education. Wallis Reid holds a doctorate in linguistics from Columbia University. Her most recent work has focused on the potential of translanguaging in language education contexts, and particularly in bilingual education. programs in Urban Education and Hispanic and Luso-Brazilian Literatures and Languages. Ofelia García is professor at the Graduate Center of the City University of New York in the Ph.D. His theoretical work is in sociolinguistics, language contact, and sign-based linguistic analysis his applied work is in the teaching of Spanish to U.S. Program in Hispanic and Luso-Brazilian Literatures and Languages. Ricardo Otheguy is professor of linguistics at the Graduate Center of the City University of New York in the Ph.D. Published by De Gruyter Mouton AugClarifying translanguaging and deconstructing named languages: A perspective from linguistics Licensed Unlicensed Requires Authentication
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