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A language education blog by Melissa J. Enns

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Translanguaging in the L2 Classroom

On December 13, 2016January 8, 2018 By Melissa J. EnnsIn Language Education, Language Learning, translanguaging8 Comments

Can translanguaging be used as a productive pedagogical tool in the language classroom?

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#confidence #identity #language learner #language teacher #linguistic insecurity #multicompetence #native speaker #non-native speaker additive teacher additive teaching appropriateness assimilation Best Practice bilingual language development Bourdieu code-switching code-switching in the classroom cognates collaborative learning corrective feedback correctness critical period critical reflection critical self reflection cultural value diglossia Feedback group work innovative practices language acquisition Language and Power Language Awareness language bias Language Education Language Learning language policy language teaching linguistic capital linguistic discrimination linguistic stereotyping low income families marginalization metalinguistic knowledge minority languages monolingual bias monolingual principle nation-building nation-state native/non-native speaker dichotomy non-standard English non-standard variety Official Languages Act overcoming bias prestige dialects prompts Quebec recasts replacive teaching residential schools Second Language Acquisition self-examination self reflection social class social stratification Sociolinguistics speaking standard English standard variety students teach teacher agency teacher identity teaching strategies translanguaging translanguaging as a pedogogical tool writing

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Categories

Assessment
Best Practice
Feedback
Integrating New Methods
Language and Power
Language Awareness
Language Education
Language Learning
Pragmatics
Second Language Acquisition
Second Language Education
Sociolinguistics
translanguaging
Uncategorized

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Tags

#confidence #identity #language learner #language teacher #multicompetence Best Practice Bourdieu code-switching cognates collaborative learning corrective feedback critical self reflection Feedback group work language acquisition Language and Power Language Education Language Learning language policy language teaching linguistic discrimination metalinguistic knowledge minority languages monolingual bias non-standard English replacive teaching Second Language Acquisition self-examination self reflection Sociolinguistics standard English teaching strategies translanguaging translanguaging as a pedogogical tool writing

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