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SUMMARY:Translanguaging: A Critical Analysis of Theoretical Claims (Cambri
 dge Masterclass in Multilingualism\, Education and Language Policy (2020-2
 021) - Professor Jim Cummins\, University of Toronto
DTSTART:20210118T150000Z
DTEND:20210118T170000Z
UID:TALK169982@talks.cam.ac.uk
CONTACT:88345
DESCRIPTION:Bio\n\nThe presentation will contrast two versions of translan
 guaging theory: Unitary Translanguaging Theory (UTT) and Crosslinguistic T
 ranslanguaging Theory (CTT). UTT and CTT do not differ in their pedagogica
 l approaches to teaching minoritized students but vary significantly in th
 e way these pedagogical approaches are framed theoretically. UTT is associ
 ated with the work of Ofelia García and colleagues who\, over the past 12
  years\, have argued that the bilingual’s linguistic system is unitary a
 nd undifferentiated\, with the result that ‘bilingual people do not spea
 k languages’ (García & Lin\, 2017: 126) but rather use their repertoire
  of linguistic features selectively.  Extrapolation of this basic position
  has led García and colleagues to designate as ‘monoglossic’ (and hen
 ce illegitimate) constructs such as ‘additive bilingualism’\, ‘acade
 mic language’\, ‘common underlying proficiency’\, and teaching for c
 rosslinguistic transfer\, together with labels such as ‘home language’
  and ‘school language’. By contrast\, CTT argues that bilinguals do sp
 eak languages which are experientially\, instructionally\, and socially re
 al for students\, teachers\, policymakers\, curriculum designers\, politic
 ians\, and most researchers. CTT also affirms the legitimacy of constructs
  such as additive bilingualism\, academic language\, common underlying pro
 ficiency\, and teaching for transfer across languages. I argue that UTT fa
 ils to satisfy criteria of empirical adequacy\, logical coherence\, and co
 nsequential validity for assessing the adequacy of theoretical constructs 
 and frameworks\, whereas CTT does satisfy these criteria.\n
LOCATION:On-line
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