Literary Review of Translanguaging, Translating, and Interpretation in Education
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Abstract
This literature review covers literature on translanguaging, translating, and interpreting in education, primarily K-12 institutions. The first article defines translanguaging and its strengths in different contexts, including its use in the English as a New Language classroom. Translanguaging offers opportunities for scaffolding and building confidence in English, while encouraging students to participate in class and feel more comfortable around peers and staff. The second article discusses multilingualism and choosing language based on social context. The third article discusses Spanish and English literacy and its impact on native Spanish speaking children. Native Spanish speaking children very rarely have opportunities to learn how to write in Spanish, and the study allows the students to have this opportunity. The fourth article discusses English-only policies in schools and cautions against them due to the environment that is created by monolingualism. The fifth article stresses the importance of interpreters in school, and the final article stresses the importance of translated written communication.
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