Translanguaging: Tool or Challenge?

Globalization has significantly contributed to the rise of multilingualism and multiculturalism in contemporary society. The increased ease of global movement and access to diverse content facilitate communication, leading many individuals to effortlessly switch between languages. However, most of the time they do not notice that sudden “switch” and the different languages they are using are not defined either. Speakers simply use the words with which they identify the most without relating them to any specific language; unconsciously, they become multilinguals in the process of translanguaging.

Multilingualism refers to the use of multiple languages by an individual or community, while monolingualism describes the exclusive use of a single language. Multilingualism generates a series of needs and demands that are usually solved with translanguaging techniques, mostly used in educational centers and socio-educational institutions. Although monolingualism has a long tradition, contemporary education professionals advocate for more flexible solutions to address bilingual contexts and practices that do not fit within existing paradigms (García, 2009). The fact that people identify with different values ​​or that they belong to different groups contributes to multilingualism and the emergence of the plurality of identities. Human beings are dynamic and adapt to different communication contexts.

In this article, we will define translanguaging and relate it to plurilingual identities. We will focus on developing the use of translanguaging in the world of education and pedagogy as well as in work environments. We will clarify if it is a tool that contributes to multilingualism or otherwise, it can be challenging for communication and learning. Additionally, we will determine if it can be a beneficial technique for minority languages and discuss the similarities and differences with code-switching.

Figure 1: A multilingual world of people with diverse linguistic backgrounds and experiences. Adobe Stock (2024).

What is translanguaging?

Williams (1996) defined translanguaging as a process involving various cognitive techniques in listening and reading, which facilitates communication both in writing and speaking. It requires deeper word processing and the transmission of meaning and understanding. Translanguaging is much more complex than simply mixing languages or using one language when the other is not known.

According to the definition of the language specialists Ofelia García and Li Wei, translanguaging is “an approach to the use of language, bilingualism, and bilingual education. It views bilingual practices not as two separate language systems, but as a single linguistic repertoire with features socially constructed as belonging to two different languages” (2014: 2). In fact, both language professionals Jasone Cenoz and Durk Gorter (2017), offer a similar definition, arguing that bilingualism and language acquisition typically start from monolingual perspective, viewing bilinguals as "two monolinguals in one". This perspective ​​has influenced pedagogical models that separate languages into distinct subjects. The translinguistic perspective, however, represents a new paradigm associated with globalization, focusing on how multilingual individuals communicate.

García (2009), defines the term translanguaging as the flexible use of the students' linguistic resources in the effort to “make sense” of learning. As shown in Figure 2, the European Day of Language celebrates linguistic diversity and highlights the importance of multilingualism and translanguaging in education. Proof of this is the research from language professionals Beacco & Byram (2003), in which multilingual education is supported by adapting language teaching to the student's needs. For them, language diversification and teaching and learning different languages ​​lead to the development of multilingual competencies. However, we are not just referring to bilingual students, but also to monolinguals. They can enhance their ability to accept diversity and their construction of linguistic tolerance, thus developing linguistic flexibility and learning other languages. Translanguaging can benefit several schools and, for instance, García (2009) proposes the simultaneous use of several kinds of forms or signs in the case of bilingual students. This approach contains aspects related to identity as well as consequences in language learning and teaching. According to García and Otheguy (2019) "translanguaging brings forth and affirms dynamic multilingual realities. It offers the potential to transform minoritized communities' sense of self, which plurilingualism may not always do" (p. 16). Those dynamic multilingual realities are multiple identities from the same linguistic repertoire. They are not governed by names or linguistic hierarchies, therefore translanguaging can be a tool to maintain minority languages.

Figure 2: European Day of Languages, 2022

Advantages of translanguaging: a tool for minority languages

In addition to the educational advantages mentioned, this article focuses on the benefits of sustainable translanguaging for minority languages. Minority languages, such as Catalan, are protected by various linguistic policies, as well as in education. Translanguaging could be a way to maintain such languages, as Cenor and Gorter (2017) argue, by applying certain key principles.

Firstly, by creating breathing spaces (Fishman, 1991) for the free and safe use of minority languages. According to García (2009), ”It is important to preserve a space in which the minority language does not compete with the majority language”. Secondly, it is important to develop the need to use minority languages ​​through translanguaging strategies such as translations. The more languages are spoken and understood, the more complete, relevant, and intentional the communication is. And finally, by creating metalinguistic and linguistic awareness. Using multilingual resources to reinforce languages ​​through metalinguistic awareness and the use of the entire linguistic repertoire has a positive impact on multilingual competencies (Cenoz and Gorter, 2021). Translanguaging itself contributes to creating metalinguistic awareness developing the students' ability to manipulate linguistic characteristics, norms, or values (Falk et al., 2015, p. 229). They are also able to better understand the importance of minority languages. If they acquire enough linguistic awareness, they can be aware of their own multilingual identities and develop their critical thinking, mediation, and intercultural competencies. One way to model their identities and increase their awareness is by joining translanguaging pedagogical activities. In the end, those practices encourage them to reflect on each translanguaging practice in different situations and contexts.

Translanguaging in the workplace

While translanguaging offers numerous benefits within educational settings, its impact extends beyond the classroom, particularly benefiting minority languages. In professional environments, translanguaging can be advantageous at various levels. Jonsson (2019) notes that language choice and use are influenced by factors such as language competence, personal preferences, position, and role within the company. Tusting (2000) adds that the intended audience, future potential uses, and the context of the text are also crucial considerations.

Professionals often use their linguistic repertoire in both integrated and separated ways, depending on these factors. A common practice of translanguaging in the workplace includes selecting the language of a presentation based on the audience or the specific goals of the speech. Another example is taking notes in a second language, influenced by the context and content of the material and the identity with which the individual feels most comfortable.

Figure 3 illustrates translanguaging as a form of linguistic decolonization, aiming to integrate languages and cultures rather than segregate them. This practice is relevant in work contexts as it fosters cultural and linguistic diversity, enriching professional interactions and collaborations.

Figure 3: Understanding translanguaging and how it contributes to decolonization. Ayaka Yozimizu, 2023.

Challenges of translanguaging

While translanguaging offers numerous benefits, it also presents several challenges for students and individuals. The effects of multilingualism and translanguaging span various areas including linguistic discourse, identity, motivation, and communication in both academic and professional environments. Simultaneously using different languages can lead to confusion and miscommunication. Additionally, it may impact linguistic knowledge, posing difficulties for young children during the language acquisition process.

Nevertheless, the biggest challenge that translanguaging faces is the monolingual bias (Cohelo, & Ortega, 2020; Li, 2018; Otheguy et al, 2015; Morell, Z. & Lopez, D. 2021;  Seltzer, Ascenzi-Moreno & Aponte, 2020). This term refers to our capacity to acquire only one language completely without difficulties. The monolingual bias assumes that we are not capable of mastering additional languages. According to previous academics, most Western cultures assess success in the acquisition of named languages in relation to reaching the 'native level' of proficiency. As a consequence, educators tend to see students from the lens of deficit focusing on what they do not have, rather than embracing all the resources they already have inside their repertoire. Furthermore, sometimes teachers can even tag their students as 'semilingual’ (Cummins, 1994) (meaning being multilingual but not proficient in any language) or ‘languageless’ (Rosa, 2016) or 'nilingues' (meaning not being proficient in any language at all) if they are not proficient in the target languages of the schools (Seltzer, Ascenzi-Moreno & Aponte, 2020).

Differences with code-switching

One way to approach translanguaging consists of considering languages as social constructions that belong to the linguistic repertoires of the speakers and not as named languages. Advocates of translanguaging do not view languages as separate entities but as part of a single global system of linguistic resources. That is to say, multilingual speakers do not separate languages ​​but use them in a hybrid way and as a single system. The translanguaging perspective considers the psycholinguistic perspectives, which facilitate the speakers' interaction in concrete social contexts and focus on the speakers' actions. This is indeed the main difference between translanguaging and code-switching.

According to Li Wei (2018), translanguaging and code-switching are distinct concepts. They are associated with different perspectives and research approaches and do not substitute for each other. On one hand, following this author's theory, code-switching is an alternation between languages where there is a communicative episode and the switching is given in the specific parts of the communicative episode. Furthermore, this alternation can be identified and functionally analyzed to find out the linguistic goals behind the switching between languages. On the other hand, translanguaging is not an object of analysis but a process for the construction of identity and linguistic repertoire. Translanguaging focuses on the way speakers use different semiotic, cognitive, and linguistic resources to create identity and meaning. According to translanguaging theories, named languages do not exist as distinct entities.

Figure 4. Is multilingualism confusing our brain? Unknown source.

Conclusion

It is proven that using one, two, or several languages in different environments can improve and enrich our multilingual skills. The use of translanguaging seems to contribute to the development of metalinguistic capabilities and motivates the speakers to evolve positively in the use of different languages at the same time and situation.

On one side, as proven by García (2009) among other experts previously mentioned, multilingualism techniques such as translanguaging have several positive effects. Some of them are cognitive benefits, better communication skills and a wider linguistic repertoire, a more diverse identity, and more intercultural skills. Those effects can lead to an enrichment of our professional and personal experiences and can provide us with more academic and work opportunities, as well as a wider sense of empathy. Furthermore, a lot of case studies have proven that the benefits outweigh the challenges. Some experts monitored children's language use closely and tried to avoid automatic switches. They deployed what would be called ‘responsible translanguaging’ (see García (2009) and Mård-Miettinen et al. (2018)). It was proved that their flexible and responsible language use aimed to value home languages and accommodate the perceived needs and interests of the children (Gort & Sembiante, 2015; Young & Mary, 2016). This leads us to think that, drawing on research that relates language use to unequal participation (Hamman, 2018), all practitioners need to monitor their language use and use languages responsibly to ensure the inclusiveness of their multilingual pedagogy. Responsible translanguaging is a safe way to obtain benefits through this practice and avoid complications or conflicts.

Unfortunately, on the other side, there are some constraints to be taken into account. For instance, the fact of struggling with linguistic dominance and not being able to decide which language to choose in each context. The possibility that the second or third language learning might be affected by the switching and mixing, which can lead to misunderstandings and bad communication. And finally the confusion in regards to cultural identity and the difficulties in learning other subjects, as shown in Figure 4.

In conclusion, the gathered data and analysis suggest that translanguaging significantly contributes to language diversity, intercultural communication, globalization, and cultural appreciation. Translanguaging is essential to appreciate the beauty of the world and its richness in cultural and linguistic heritage.

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