Arab Educational Information Network

This book examines translanguaging in higher education and provides clear examples of what translanguaging looks like in practice in particular contexts around the world. While higher education has historically been seen as a monolingual space, the case studies from the international contexts included in this collection show us that institutions of higher education are often translingual spaces that reflect the multilingual environments in which they exist. Chapters demonstrate how the use of translanguaging practices within the context of global higher education, where English plays an increasingly important role, allows students and professors to build on their linguistic repertoires to more efficiently and effectively learn content. The documentation of such practices within the context of higher education will further legitimatize translanguaging practices and may lead to their increased use not only in higher education but also in both primary and secondary schools. This book contains the following chapters: (1) Introduction: Theorizing Translanguaging Practices in Higher Education (Catherine M. Mazak); (2) Translanguaging Practices in a South African Institution of Higher Learning: A Case of Ubuntu Multilingual Return (Leketi Makalela); (3) A Call for (Trans)Languaging: The Language Profiles at Roskilde University (Petra Daryai-Hansen, Sonja Barfod, and Lena Schwarz); (4) The Ecology of Language and Translanguaging in a Ukrainian University (Bridget A. Goodman); (5) Professors Translanguaging in Practice: Three Cases from a Bilingual University (Catherine M. Mazak, Fiorelys Mendoza, and Lauren Pérez Mangonéz); (6) Translanguaging in a Multimodal Mathematics Presentation (Peichang He, Haiyan Lai, and Angel Lin); (7) Multilingual Policies and Practices in Indian Higher Education (Cynthia Groff); (8) Translanguaging within Higher Education in the United Arab Emirates (Kevin S. Carroll and Melanie van den Hoven); (9) Teachers' Beliefs about Translanguaging Practices (Aintzane Doiz and David Lasagabaster); and (10) Concluding Remarks: Prestige Planning and Translanguaging in Higher Education (Kevin S. Carroll). (ERIC)