NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1096426
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0362-6784
Translanguaging and the Multilingual Turn: Epistemological Reconceptualization in the Fields of Language and Implications for Reframing Language in Curriculum Studies
Sembiante, Sabrina
Curriculum Inquiry, v46 n1 p45-61 2016
New challenges in education, stemming from the forces of globalization and the continued diversification of the student body, illuminate the need for a reexamination of the role of language in curriculum studies. Through a discussion of the issues around multilingualism and translanguaging and the shift in perspective that these topics have provoked in the fields of SLA, TESOL, BE, I present the relevance and implications of this critical language approach for the field of curriculum studies. My commentary is guided by three questions. Initially, I investigate, how do the purposes and audiences of the May and García and Wei compare? I continue on to discuss, what are common key themes or issues raised by the books? And lastly, I consider, how do the concepts discussed in each book inform each other and the field of curriculum studies at large? I provide concluding thoughts on ways for language as critical pedagogy to be taken up in the broader domains of curriculum studies.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A