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Translanguaging in Indigenous Latinx Contexts: Insights From Mayan Language Perspectives in Diaspora
Abstract
Translanguaging as both a theoretical framework and an ideology has been taken up across a number of educational contexts. Notwithstanding the transformational capacity translanguaging makes available to educators working with multilingual youth, a pedagogy of translanguaging is not a panacea for the kinds of problems that interlocking systems of colonial oppression activate in classrooms. Translanguaging must be applied judiciously and appropriately with context-specificity in mind. This chapter considers the sociolinguistic particularities of Mayan-language-speaking youth who migrate from Guatemala to the U.S., and who experience multiple forms of (linguistic) coloniality post-migration. Their indigeneity unrecognized and their language skill often misapprehended, these youth make choices about how they use language that reflect multiple language ideologies. Through an analysis of the author's conversations with students and of their own experiences teaching Mayan-language-speaking youth, several considerations for educators using a pedagogy of translanguaging are outlined.
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