1. What is Translanguaging?

It's using language as a unitary meaning making system of the speaker.

It doesn't mean that Spanish and English don't exist, it means that from my own perspective
what I have is one language repertoire from which I select features that are appropriate to
communicate.
It's not a hierarchical organisation of language, it's an accumulation of different language
features.
Translanguaging returns power to the speaker, to what the speaker do.
We’re not seeing to know or speak separate languages but to have a repertoire and linguistic
resources that we make use of depending on the context, the interlocutor and the function
(what we need to do with language).
The context of the new information is in the language that it’s already known instead of
separate languages.

2. How are languages seen according to External Perspectives and the Internal Perspective
of the speaker explained by Garcia?
External perspective: the societal names languages which school teach and test.
Internal perspective: reflects the entanglement of different cultures, words and languages
that bilingual speakers are immersed. It involves the epistemology of speakers.

3. What does J. Anderson say about the Monolingual Paradigm and the Translingual
paradigm?
Monolingual paradigm: L1 as the dominant language which interfere with the fusionalization
and it’s used when the other language fail. They are passing from English mainly to English
only.
Translingual paradigm: effective use of all resources, see the other language as a
complement not as an interference.

4. What's the difference between code-switching and translanguaging?

Code-switching means to blend language, literal translation of the meaning. It tends to imply
that languages are fixed and separated, and we move between them.
Translanguaging is an unconsciousness process that happens when you interpret different
languages. It sees languages definable but blending and mixing.

5. What does Anderson say about the Communicative Competence vs the Translingual
Competence?

6. Have you ever observed any of the 4 ways of translanguaging mentioned by Anderson?
*Framework tasks: classroom management, discipline. (set the task??)
*Using L1 as scaffolding resource: explaining to students, allowing or encouraging students
to use it. (from a social cultural perspective)
*Crosslanguaging: translation, use of bilingual dictionaries, comparing equivalence.
(attempts to find equivalence between different languages)
*Meshing: mixing languages when speaking, using texts with mixed languages. (2 or more
languages are used mixing the same text) spanglish?
7. What do you think of the practical ideas for translanguaging in the language classroom
given by Anderson?
*Culture share: for students from different cultures - students bring items of cultural
importance to class and explain them in any languages - prepare a text or a presentation in
English
*Mesh new report: students at higher levels of proficiency in English - listen to a new report
in English and attempt to report key details in other language in simultaneously
(translators???) - they add pieces of English to their language
*Five sentences: an appropriate topic is chosen - 1°working in pairs students write 5
sentences in a shared language, not English, and they read them to the rest - 2°they repeat
the activity in English - 3° they try to rewrite the sentences using as much English as possible
without using their books
*Translingual text challenger: speaking practise after reading or listening

8. How does Ofelia Garcia characterize Translanguaging in the classroom?

It takes into account the students unitary linguistic system and gives opportunities to deploy
their full language repertoire and not only the particular named language. It also validates
the bilingual community practices because all bilingual communities translanguage, only
schools don't allow children to do it.
There are 3 components:
Stance: the beliefs you have to have before start the class. Going beyond the named
languages and construct a bilingual voice.
Design: think of the transformations that take place through translanguaging.
Shift: think of when the shifts have to occur.

9. Why does O. Garcia think adopting this perspective is important?

When translanguaging is not taken into account is not fair for the bilingual children and there
is no social justice nor a more equal situation.
Schools which don't consider translanguaging instruct children with less than half of their
repertoire and make them poorer than monolingual children.
Translanguaging redresses the power differentials and the systems of control that have
been installed in the conceptions of languages and sign systems by colonial expansion and
nation-building.