The translingual advantage: Metrolingual student repertoires

Otsuji, E; Pennycook, A

The translingual advantage: Metrolingual student repertoires

Otsuji, E

Pennycook, A

Permalink

Publication Type:: Chapter
Citation:: Plurilingualism in Teaching and Learning: Complexities Across Contexts, 2018, pp. 71 - 88
Issue Date:: 2018-01-01

Closed Access

	Filename	Description	Size
	The translingual advantage.pdf	Published version	1.55 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Otsuji, E https://orcid.org/0000-0003-3318-0995	en_US
dc.contributor.author	Pennycook, A https://orcid.org/0000-0002-4656-6187	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Plurilingualism in Teaching and Learning: Complexities Across Contexts, 2018, pp. 71 - 88	en_US
dc.identifier.isbn	9781138228474	en_US
dc.identifier.uri	http://hdl.handle.net/10453/125426
dc.description.abstract	© 2018 Taylor & Francis. This paper looks at the metrolingual practices of students in two tertiary institutions in Tokyo and Sydney. The argument here is that a focus only on the medium of instruction, or translingual educational practices, may overlook the diverse semiotic resources students bring to their educational experiences. When it comes to study itself, students’ multilingual worlds confer not so much a ‘bilingual advantage’ as this has been narrowly defined from a more cognitive perspective, but rather a ‘translingual advantage’ that makes it possible to draw on a range of resources to construct meaning and develop learning.	en_US
dc.relation	http://purl.org/au-research/grants/arc/DP110101014
dc.relation.ispartof	Plurilingualism in Teaching and Learning: Complexities Across Contexts	en_US
dc.relation.isbasedon	10.4324/9781315392462-5	en_US
dc.title	The translingual advantage: Metrolingual student repertoires	en_US
dc.type	Chapter
utslib.for	2004 Linguistics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 2018 Taylor & Francis. This paper looks at the metrolingual practices of students in two tertiary institutions in Tokyo and Sydney. The argument here is that a focus only on the medium of instruction, or translingual educational practices, may overlook the diverse semiotic resources students bring to their educational experiences. When it comes to study itself, students’ multilingual worlds confer not so much a ‘bilingual advantage’ as this has been narrowly defined from a more cognitive perspective, but rather a ‘translingual advantage’ that makes it possible to draw on a range of resources to construct meaning and develop learning.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/125426