Translanguaging and Critical Literacy

The implementation of a translanguaging pedagogy for critical literacy represents a new challenge for teachers and researchers. Yet it is a field scarcely investigated. This volume intends to provide a theoretical framework with descriptors for evaluation. In addition, it showcases selected multilingual TBLT lesson plans as an exemplification.

Translanguaging pedagogy values the dynamic interaction of languages. In doing so it promotes creative forms of learning in which critical literacy can develop in a trans-systemic approach. Thanks to the creation of translanguaging spaces, secondary school learners are engaged in plurilateral and multidirectional meaning making processes. While they are enquiring topical as well as socially and culturally relevant issues, they can develop critical engagement and civic empathy.

The present volume provides a theoretical framework with descriptors for multilingual critical literacy. In addition, it showcases lesson-plans on rap-literature(s) in more languages (German, Italian, English, Spanish) and other multimodal and plurilingual inputs, as well as translanguaging tasks.

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