Language and literacy development (unmarked)

Language and Literacy defined by its context

Political, Hegemonic and resistance powers of English

Beyond monolingual views of language and literacy development

Attempts for more fluid conceptualizations

Migrant

Immigrant

Borderland epistemology

Binational

Multinational

English as a Second Language

English as an additional language

English language learner

Limited English Proficient

English as a world language

Second Language Acquisition

Bilingual – emergent bilingual

Trilingual

Multilingual

Hybridity

Third space literacy (Gutierrez)

Dynamic bilingualism

World minded educator

Linguisitic flows

Transnational literacies

Translingual education

“If the traditional terms are not really applicable, is there a more appropriate term? Is it possible that these learners are ‘trans-language learners’ (TLL)? Trans-language learner is a term which describes an individual who moves from a maternal/native language to competence in an additional environmental/instructional language and culture.” (p.43)

Translingual authors as “those who write in more than one language or in a language other than their primary one.” (p. ix)

By expressing themselves in multiple verbal systems, [translingual writers] flaunt their freedom from the constrains of the culture into which they happen to be born (ix). Kellman (2003)

Translingualism as a subject is certainly worthy of theorization and study… However, the definition of translingualism presented here is very broad and the collection as a whole therefore remains rather diffuse and unfocused. Problematically, Kellman never distinguishes translingualism from bilingualism, multilingualism, or ambibilingualism. (p.199)

1. Languages and literacies that develop while interacting with each other in a dynamic and fluid way

2. while moving back and forth between real

and “imagined” glocalized borders

3. and transacting with different cultural identities within a unified self. (Schwarzer, in preparation)