Translanguaging – effet de mondialisation ou de domination ?

Abstract

Currently, very much in vogue in the United States, the notion of translanguaging is being used like a slogan in a growing number of contexts and works in Europe. As researchers and trainers in the field of language teaching in multilingual contexts, concerned with the field of practice and the implications of theories, the authors analyse the ideological implications of an extreme position on translanguaging that has emerged in recent years, as expressed in a recent manifesto (García, et al., 2021). The aim of the article is to contribute to a critical but nuanced reflection on this somewhat elusive concept and to raise awareness of the potential danger to certain forms of learning in schools, especially for the most vulnerable. The article addresses the following research questions: can translanguaging be read and analysed as a phenomenon of globalisation, or even potentially (and paradoxically) of domination by the hegemony of the English language in scientific discourse and beyond? What could be the potentially harmful consequences of an unconsidered or uncritical use of this concept in research, training and teaching practices? How should we position ourselves in relation to this notion?

Keywords

• plurilingual repertoire
• Translanguaging
• academic language
• English only
• sloganisation