1(Firth & Wagner, 2007; Kramsch, 2002).

Atkinson, Churchill, Nishino, and Okada

Citation Quotation
(2007)
defined alignment as “the means by which
3.theorized
human the possibility of translanguag- Multilinguals align words with other fea-
Bilingualism/Multilingualism
2. (e.g., De Fina, in Education
2007; Eastman,
ing in literacy.
mind-body-world Hornberger
environments (2003)posited
has tures of good
the ecology to produce
1992);
Canagarajah,
Sample
theorized crossing
S. to
(2011). borrow
Codemeshing an out-group
in academic There are reasons why we should meaning.
develop teaching practices from the strategies
by sociocognitive
writing:
token Identifying
to theory”
teachable (p. 171,
strategies emphasis In addition to textual microecology,
of (2009) learners themselves use. Multilingual students Buthainah
bring from
this as continua of biliteracy, Garcia she
in
translanguaging.
adopt new ModernLanguage
community Journal,95(3),
relationships and their shows
accommodates
homes and how the
communities two languages
face-to-face fundsinteractions remainthat
of knowledge as part
are valuable for themselves and
in terms
original).
401–417. activated
of textual
others throughout
meaning-making.
(Gonzalez, Moll, the writing
& Amanti, 2005).process in order to carry out writing-
identi-
of pluriliteracy, and Gutierrez (2008) as street signage in linguistic landscapes where multilin-
4.Gort (2006, 2012) has described how related
gual and tasks.
multimodalLikewise,
ties
textual(e.g.,́ Hill, 1999; Rampton, 2009);
interactional spaces where children In this
can use Kibler study,
(2010) addressresources
Idemonstrates translanguaging
how
are deployed
bilingual
with
in students
writ- utilize both
5. Cummins’s
6.Cummins
third twospaces. Interdependence Theory rhetorical
ing. Compositioneffectiveness brings (e.g.,
discourse Gorter,
and 2006).
rhetori-
their
(1981, languages to enact expertise in
(2009) 2000) posits that
calls “bilingual when emergent
instructional
languages
bilinguals are support bilingual literacy skills. cal issueselements
different sharply into
a translanguaging theory
focus.
of the writing
goes task. Cummins’s conceptualization
beyond
strategies,” for as he says, they have the
taught in,
7. Hornberger
potential and develop,
(2005) adds:
of “opening their home of interdependence in that
translanguaging has met the most resistance
language,
Bi/multilinguals’that proficiency
up the pedagogical space isinwill
learning be valuable
maximized
ways that an
in L1 and
the area an L2 are notIt posited.
for the development rather thanof writing.
being constrainedis nowand to the topic offrom
inhibited biliteracy and
when they are allowed and
legitimate the intelligence, imagination, enabled to translanguaging that we turn.
of doing
It mustsobebysaid monolingual instructional assumptions andoriginally
practices. (p.
andanlinguistic
draw additional
from acrosslanguage. all
607)
that the term Translanguaging was not
their
talents
1.
existing
of ELL language
Canagarajah [English
S. (2011).
skills (in two+
language learner]in intended as a theoritical concept, but a descriptive label for a specific
Codemeshing
languages),
Definition of(p.
students” Translanguaging
xi). language
Translanguagingpractice. It was
refers toBaker's
the (2001).practices
language Englisg translaton
of bilingual Williams
academic writing- identifying teachable Tanslaguaging
(Williams 1994) isWeish
the ability
term oftransvisiethu,
multilingual speakers
to describe shuttlepeople.
to pedagogical
1.3.Garcia
For García
strategies o.of(2012)
(2013), Theorizing
translanguaging
translaguaging. TheasModern is not If you've ever
between laguages,been treating
present the in the homelanguages
diverse of a bilingualthatfamily. you will
form their
2.Wei.
mere Lstrategy.
4.Canagarajah (2017).
atranslanguaging Translaguaging
(2011)
for
It explores
educators.
comprises a why
In aa Saudi
Celic
bilingual and practices
notice that thatmany Williams
language observed practicesin Weish
are revitaliztion
used, what is programmers
taking place in
2. Kabutotheory
Language
practical (2011)ofdescribes
Journal 95.(3):401-17
language, the writing
Applied reportioire
where as an intergrated
the teacher would try system.
and teach intheir
Weish and the ouoils would
Arabian
K. Seltzer,
theory
developmentofcollege student,
Tranlnguaging
in Japanese A CUNY-NYSIEB this bilingual
and English of her respons largely in english.family, their flexible use of linguistic resources to
Linguistics
Buthainah,
guide
learning, (2018).
for especially
educators 39(1)9-30
uses code-meshing
(pp.1-6).
for language- in writing:
New york make meaningshow of their liveswriting
and their complex worlds is what we call
daughter Her attempts vertical in Hiragana and horizontal writ-
for
NY:
Emma.(a) recontextualization
CUNY-NYSIEB
minoritized populations.
From the beginning In (actively
fact, tranlanguaging.
translanguaging becomes the
stages, Emma ing in English. Emma’s early writing also showed what Kabuto refers
3. (Cumming,
changing
translanguagingthe 1990).
level For example,
becomes thethe three framework for conceptualizing the education of bilinguals as a
gathered
bilingual information
writers often about
use back to as “script-switching.”
of comfort
framework
Japanese that
for
writ- the reader
conceptualizing would the have with democratic endeavor for social to write Emma’s origami. She wrote
Translanguaging
translations,
different
education amounts
of
and Writing
entailing
bilingualsor translating
types
as a of code- words and In
democratic
one attempt,
Another
justice strategy
(García,
Emma
2013).
wanted
usedTeaching
is, when not able to
practices think
that about a this reality
jeopardize
ing systems—Hiragana,
phrases that they’re Katakana, Kanji— word “Emma’s”in using the to rehearse
midsentence, (in the sense of trying out) all the
meshing),
endeavor
and English. (b)
for Atvoice
social
the age of four, Emma essentially
was English undermine
possessive form, theperhaps because in Japanese it is not
6. It
using
(for isinnotone
identity), until
language
(c)2013).last stage
into the of
interaction (addressing the
“other” words
All thesein his or
practices her linguistic
favor theasuse of the child’s entire linguistic
justice
able to
research (García,
process, when I put everything right
It to learn
features
possible to
Self-regulation ofentails
isolate language-minority
translanguagingthe “s.”
purpose a and children.
strategy
an to teach
intrinsic emer-
interest in the task at
language.
and involving Thisthe strategy
readerisdirectly),
often used andto(d) repertoire
repertoire. that may provide
Michael-Luna and the best fit. Postponing is yet another
differentiate
together into
verify the intended directionally.
the form of a paper, that I gent
Origami
hand bilinguals.
was
(Zimmerman,
strategy often(2007) then For
used by content-area
written
2002). in and
Japanese. writing instruction,
bilin- two first-grade students in a bilingual Celic and
textualization
5. Celic and Seltzer’s (2011) Canagarajah
Seltzer describe how followed
start
meaning
7. tocode-meshing
use
(Zimmerman,
(using or English.
use (Wolfersberger,
2002).asSurprisingly,
aguide
rhetorical device TL
2003). gualaswriters.
a self-regulated
classroom, as they mechanism
developed serves
literacy. as ateacher
self-support thought six
translanguaging
This may not be teacher
the most wasway
efficient written
of translanguaging
pattern (like a set strategies
of cognitive interact withTheirinteractive implemented
writing, language
self-regulation
for
for aesthetic
the and
CUNY-NYSIEB haspersuasive
not been analyzedpurposes). in Translanguaging
translanguaging
experience approach, can be considered
practices that the authors a strategy referto to
achieve
as code-meshing:
writingdepth
great an English
in the paper ..., butand
acquisition this is the aroutines),
goal, andsuch it is as the one
in itself that Sasaki
a process (2001)
thatwriting.
draws from described
all theand the one
semiotic
project
only way(www.cuny-nysieb.org),
I canof independent
that writing, and multigenre
development toolsCanagarajah
at hand. Such (2011)
activities,
write in English.
bilingual students’ (Sasaki,
language 2001, andp. learning
111) described for Buthainah. encompass self-efficacy mechanisms that
known as self-regulation,
and especially in their writing. enable personal agency.
 Paraphrase
Words are aligned with other factors by multilinguals.
ture of ecology to generate meaning
Buthainah is also interested in textual microecology.allows for face-to-face
Bilinguals
contacts and multilinguals
as part have varied language learning experiences and practices that can be
of the process
applied in learning another language. Language learning is more effective when they are encouraged to
actively use these language learning skills in their study of another language.
of textual interpretation
In linguistic landscapes where multilingual and multimodal resources are utilized
In
Shethis paper,street
rhetorically,
demonstratesI lookhowat translanguaging
signage
the istwo
important in(e.g.,
languages writing.
Gorter, 2006).
coexist.
Composition brings discourse
Activated throughout andprocess
the writing rhetorictotogether.
perform writing-related tasks Likewise,
Kibler
In the (2010) demonstrates
sense that it goes beyond how Cummins'
bilingual students utilize
conception both languages to aenact
of interdependence,
expertise in
translanguaging theory goes beyond Cummins' conception of interdependence.
The mostelements
different opposition has
thebeen
ofsuggested.
writingto task.
translanguaging.
There is no L1 or L2
in the field of composition It is now to the topic of biliteracy and translanguaging
Rather
that wethanturn.being restricted and stifled,
Monolingual educational assumptions and methods are used to accomplish this.
The word translaguaging came from the Weish term trawieithu to describe a
practice that williams (1994) observed when a teacher talked in Weish and the
Translaguaging
students responded is theinability of multilinguals
English. William did not to make
see it asusenegative
of their practice
knowledge lin of all
languages.
language
Bilinguals learning
flexible usebut ofastheir
a wayrich
to help bilinguals
linguistic to use
resources totheir
makelinguistic
meaningresources
in their in
problem solving
everyday lives and
and meaning making
understanding (Wei
various 2017).
complexities in their worlds is the
Her attempts exhibit vertical Hiragana writing and horizontal Hiragana writing.
practices of translaguaging.
In English, it's called ing. Emma's early writing also displayed "script-switching," as
Kabuto describes it.
Emma attemptedhas
Translanguaging to write
become Emma's origami in one effort. She used the word
the norm.
"Emma's"
frameworkinfor herthinking
writing.about bilingual education as a democratic undertaking for
Perhaps because it is impossible to isolate the "s" in Japanese, English has a
social justice
When you
possessive
Garca (2013) are unable tothe
version.
discusses conceive
conceptofofa justice.
solution,Teaching
you canmethods
try anotherthattechnique.
endanger this
to rehearse
Origami
truth (in
was written
effectively the sense of trying
in Japanese
undercut out) all
at the time.
the educational of the
process. words in his or her linguistic
All of these
repertoire methods
in the encourage
middleminorities
of a phrasethe youngster to use his or her complete verbal
Children
It uses from linguistic
translanguaging
repertoire. Michael-Luna, as a teaching have
Michael-Luna, the
approach rightfortoemer-
Michael-Luna, learn.Michael
It may be the most
Self-regulation appropriate
necessitates fit. Another
a sense ofdiscuss
purpose approach utilized by
and a genuine bilin-producing
interest inpupils
the work
Bilingual
Canagarajah
bacteria isgentlemen.
(2007)
postponement. Celic and
studied theSeltzer
literacy methods
development oftotwo
teach content-area
first-grade and
in a
at hand
writing
bilingual (Zimmerman,
skills. 2002).
classroom. Their teacher used six translanguaging techniques known as
gual
As authors
a self-regulating mechanism, TLasfunctions asofa self-supporting thought pattern
Interactions
Translanguaging
code-meshing, between
might
according translanguaging
betoviewed
the authors:a methodologies
method and interactive
achieving this goal. writing, as
(similar
wellaas
It's to
goal, a set
a language of cognitive
experience
and it's also skills).
a process approach,
that usesare allexplored.
of the semiotic instruments at hand.
procedures),
These kinds ofsuch
Independent and as the one writing
multigenre
activities, described arebytwoSasaki
types(2001) and the one reported by
of writing.
Canagarajah techniques
Self-efficacy (2011) that permit personal agency are referred to as self-
Buthainah
regulation.is described.