Translanguaging and Critical Literacy

The implementation of a translanguaging pedagogy for critical literacy represents a new challenge for teachers and researchers. Yet it is a field scarcely investigated. This volume intends to provide a theoretical framework with descriptors for evaluation. In addition, it showcases selected multilingual TBLT lesson plans as an exemplification.

Translanguaging pedagogy values the dynamic interaction of languages. In doing so it promotes creative forms of learning in which critical literacy can develop in a trans-systemic approach. Thanks to the creation of translanguaging spaces, secondary school learners are engaged in plurilateral and multidirectional meaning making processes. While they are enquiring topical as well as socially and culturally relevant issues, they can develop critical engagement and civic empathy. The present volume provides a theoretical framework with descriptors for multilingual critical literacy. In addition, it showcases lesson-plans on rap-literature(s) in more languages (German, Italian, English, Spanish) and other multimodal and plurilingual inputs, as well as translanguaging tasks.

Autorentext

Gisela Mayr is a qualified teacher of English language and culture in secondary school in Bolzano, South Tyrol. In 2019 she graduated at the University of Gießen, Germany. Since 2022 she is a researcher in the field of German literature and multilingualism at the Free University of Bolzano, Faculty of Education. Her main research interests are multilingualism, language learning, inclusion, and FLL.

Inhalt

Implementation of translanguaging and critical literacy - A new understanding of textuality - Mediation in the multilingual classroom - Comparing and mediating meaning - Scaffolding and the ZPD - Inclusion and social empathy - Promoting trans-systemic and critical learning - Power relations between languages