The Translingual Advantage: Metrolingual Student Repertoires

Otsuji, E; Pennycook, A

The Translingual Advantage: Metrolingual Student Repertoires

Otsuji, E

Pennycook, A

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Publisher:: Taylor & Francis Group
Publication Type:: Chapter
Citation:: Plurilingualism in Teaching and Learning, 2018, pp. 70-88
Issue Date:: 2018-01-09

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Field	Value	Language
dc.contributor.author	Otsuji, E https://orcid.org/0000-0003-3318-0995
dc.contributor.author	Pennycook, A https://orcid.org/0000-0002-4656-6187
dc.date.accessioned	2022-12-15T02:01:48Z
dc.date.available	2022-12-15T02:01:48Z
dc.date.issued	2018-01-09
dc.identifier.citation	Plurilingualism in Teaching and Learning, 2018, pp. 70-88
dc.identifier.isbn	9781138228474
dc.identifier.uri	http://hdl.handle.net/10453/164427
dc.description.abstract	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.
dc.format.extent	13
dc.language	en
dc.publisher	Taylor & Francis Group
dc.relation	http://purl.org/au-research/grants/arc/DP110101014
dc.relation.ispartof	Plurilingualism in Teaching and Learning
dc.relation.isbasedon	10.4324/9781315392462-5
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The Translingual Advantage: Metrolingual Student Repertoires
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-12-15T02:01:47Z
pubs.place-of-publication	UK
pubs.publication-status	Published
dc.location	UK

Abstract:

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/10453/164427