Translation and Translanguaging Literacy for Inclusion and Integration

Education today has to meet the many challenges posed by migration and displacement worldwide. More specifically, it has to endeavour to form multilingual individuals capable of coping with linguistic and cultural diversity in their families, workplaces and society. In light of these new exigencies, Educational Linguistics established itself at the turn of the century as a disciplinary site for addressing critical language-related issues in education within a broad multilingual paradigm. Translation Studies is also concerned with language education within the same multilingual orientation that foregrounds multilingualism, rather than monolingualism, as the new norm of applied linguistic and sociolinguistic analysis. Based on these shared concerns, a consensus is beginning to emerge among educational linguists and translation scholars. The consensus of opinion is that translation and translanguaging are intimately interrelated forms of meaning making that deserve the status of literacies and should therefore be developed at all levels of language instruction from pre-school education through primary and secondary schooling to higher education. Against this backdrop, my paper examines current translation and translanguaging pedagogies, highlighting their common agenda for devising transformative teaching methodologies framed within a broad plurilingual and pluricultural perspective on education.