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Article published In: Positive synergies: Translanguaging and critical theories in education
Edited by Zhongfeng Tian and Holly Link
[Translation and Translanguaging in Multilingual Contexts 5:1] 2019
► pp. 5–28

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Translanguaging in culturally sustaining systemic functional linguistics

Developing a heteroglossic space with multilingual learners

 | Kennesaw State University
 | Boston College
Published online: 10 January 2019
DOI logo with link
https://doi.org/10.1075/ttmc.00022.kho
Abstract
In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert, Jan. 2010. The Sociolinguistics of Globalization. Cambridge Approaches to Language Contact. Cambridge, UK: Cambridge University Press. Google Scholar logo with link to Google Scholar). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris, Django, and H. Samy Alim, eds. 2017. Culturally Sustaining Pedagogy: Teaching and Learning for Justice in a Changing World. New York, NY: Teachers College Press.Google Scholar logo with link to Google Scholar). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday, Michael. 1993. “Towards a Language-Based Theory of Learning.” Linguistics and Education 5 (2): 93–116. Google Scholar logo with link to Google Scholar) theory and García, Ofelia. 2009. Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley-Blackwell.Google Scholar logo with link to Google Scholar notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see . 2017. “Translanguaging in Systemic Functional Linguistics: A Culturally Sustaining Pedagogy for Writing in Secondary Schools.” In Bilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics, ed. by Ruth Harman, 153–178. New York, NY: Springer.Google Scholar logo with link to Google Scholar; Harman, Ruth, and Nihal Khote. 2018. “Critical SFL Praxis with Bilingual Youth: Disciplinary Instruction in a Third Space.” Critical Inquiry in Language Studies 15 (1): 63–83. Google Scholar logo with link to Google Scholar). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.
Article outline
  • 1.Introduction
  • 2.SFL and translanguaging: Conceptual alignment
    • 2.1The emphasis on context
    • 2.2Moving away from school/home binary
    • 2.3The focus on inherent minoritized voices
  • 3.Culturally sustaining SFL: An integrative framework
  • 4.Developing a heteroglossic, dialogic space with multilingual learners
    • 4.1Research context
    • 4.2Participation in and access to disciplinary literacy
    • 4.3Fostering reflexive frames in a third space
  • 5.Conclusion
  • Acknowledgements
  • Notes
  • References
References (76)
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