TRANSLANGUAGING IN 15 MINUTES | Otheguy, Garcia and Reid - "Clarifying translanguaging..." (2015)

Summary

This video script by Mike from 'The Social Life of Language' explores the distinction between 'translanguaging' and 'code switching'. It delves into the historical and political contexts that have shaped our understanding of 'named languages', often a product of colonial categorization. The script challenges the traditional perspective of language learning, advocating for translanguaging, which views language as a unified repertoire rather than separate systems. It critiques the outsider's approach to language assessment, promoting an insider's perspective that values the full linguistic potential of individuals.

Takeaways

• 📚 Translanguaging and code switching are fundamentally different concepts; the former is an insider's perspective, while the latter is an outsider's perspective.
• 🏛 The concept of 'named languages' stems from historical colonization, where linguistic systems were categorized and named by external institutions, often to subjugate and govern the colonized people.
• 🧑‍🏫 Code switching is viewed from an outsider's perspective, which assumes that named languages exist naturally and that language learning should be confined within these boundaries.
• 🌐 Translanguaging challenges the notion of named languages, suggesting that learners work from a unified collection of linguistic features, not separated into distinct systems.
• 🏫 In educational settings, code switching implies that teaching within the confines of a named language is the most effective and natural approach, while translanguaging encourages a more holistic view of language learning.
• 🧠 The brain does not naturally categorize linguistic features into named languages; this is a construct imposed by historical and political forces.
• 🏛️ The historical invention of named languages often has violent political histories and continues to play a significant role in governance and societal structures.
• 🔍 Translanguaging offers an insider's perspective, focusing on the learner's full linguistic repertoire without adherence to the boundaries of named languages.
• 📈 Code switching can inadvertently endorse the separation of linguistic systems, which may not align with how bilingual brains actually process language.
• 🌟 Translanguaging privileges the learner's perspective, recognizing the full range of their linguistic abilities, in contrast to code switching which may limit this by external evaluations.
• 🤔 The script prompts a rethinking of language assessment in schools, suggesting that a translanguaging approach could provide a more accurate measure of a child's linguistic and cognitive abilities.

Q & A

What is the main topic of the video script?

The main topic of the video script is the distinction between trans languaging and code switching, as well as the concept of named languages from a linguistic perspective.

What does the term 'trans languaging' refer to?

Trans languaging refers to the deployment of a speaker's full linguistic repertoire without strict adherence to the socially and politically defined boundaries of named languages.

What is the difference between an 'insider's perspective' and an 'outsider's perspective' in the context of the video?

The insider's perspective, associated with trans languaging, views language from the speaker's point of view, acknowledging a unified collection of linguistic features. The outsider's perspective, linked to code switching, observes and categorizes language from an external standpoint, often imposing social criteria onto language users.

What is the origin of the concept of 'named languages'?

The concept of named languages originates from historical processes, often involving colonization, where institutions or groups categorized and named linguistic systems to study and govern the people they were colonizing.

Why did colonizers categorize linguistic practices of the people they colonized?

Colonizers categorized linguistic practices to subjugate and govern the people they colonized, often viewing these practices through a lens of racism, as childlike or primitive, and differentiating them from their own languages.

How does the script suggest we should rethink language assessment in schools?

The script suggests that language assessment in schools should move away from the enforcement of named languages and instead consider the full linguistic repertoire of the learner, potentially leading to a more accurate assessment of a child's abilities and needs.

What is the script's stance on the natural existence of named languages?

The script posits that named languages do not naturally exist but are social constructs with often violent political histories, and their divisions are not inherent to our biology or brain matter.

How does the script describe the historical role of named languages in governance?

The script describes named languages as having played a significant role in governance, with nation-states using language as a criterion for participation and success, often tied to colonial histories and political interests.

What does the script imply about the current state of language learning and teaching?

The script implies that current language learning and teaching practices may be limited by the enforcement of named languages, suggesting that a shift towards trans languaging could provide a more natural and effective approach.

What is the potential impact of considering trans languaging in language education?

Considering trans languaging in language education could lead to more inclusive and effective learning experiences, as it acknowledges and values the full range of a learner's linguistic abilities rather than confining them to socially constructed categories.

How does the script connect the historical context of named languages to current language practices?

The script connects the historical context by highlighting how the categorization and naming of languages by colonizers have influenced current language practices, including how languages are taught, learned, and assessed, often to the detriment of a more natural and comprehensive understanding of linguistic diversity.