Translanguaging as Transmediation - Embodied critical literacy engagements in a French-English bilingual classroom

Oct 15, 2026

Uploaded by Franzy

Translanguaging theory frames linguistic and semiotic resources as an integrated repertoire for knowledge construction through resemiotization and transmediation across modes. Using this lens, coordinated translanguaging pedagogy with expressive arts mobilizes embodied cognitive, sensory, and affective resources while extending critical literacy beyond purely rational ideological critique. A university-school participatory action research study in a Quebec elementary classroom investigates bilingual critical learning around refugees through visual arts and interviews, fostering reflexivity and civic empathy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Theoretical Frameworks

Translanguaging as Re-semiotization and Transmediation

OPEN ACCESS Australian Journal of Applied Linguistics ISSN 2209-0959 [https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/) Australian Journal ofApplied Linguistics, 3 (1), 42-59 (2020) [https://doi.org/10.29140/ajal.v3n1.299](https://doi.org/10.29140/ajal.v3n1.299) Translanguaging as Transmediation: Embodied critical literacy engagements in a French-English bilingual classroom SUNNY MAN CHU LAU a a Bishop’s University, Canada [slau@ubishops.ca](slau@ubishops.ca) Abstract Translanguaging theory highlights linguistic and semiotic resources as an integrated communicative repertoire for knowledge construction (Li, 2018) . Language is learned and used in conjunction with other modalities through processes of resemiotization (Iedema, 2003) or transmediation (Suhor, 1984) where meaning is made and remade across modes. Through this translanguaging lens, dynamic integration of languages with expressive arts helps mobilize embodied resources, whether cognitive, sensory, or affective, for alternate avenues of knowing and awareness, an aspect much neglected in traditional critical literacy approaches focusing heavily on rational ideological critique (Janks, 2002) . A trans-systemic approach also facilities second language learners’ full agentive participation as their multilingual and multisensory resources are valorized for complex learning often considered beyond their abilities. This article describes a university-school participatory action research study in a Quebec elementary classroom, where the English Language Arts and French Second Language teachers, through coordinated translanguaging pedagogy (Gort & Sembiante, 2015), facilitated critical bilingual learning while providing respective language models. The children were engaged in a yearlong inquiry into the issue of refugees, through discussing stories of migration and interviewing with refugeebackground students in both languages while engaging in visual arts for deepened understanding and embodied reflections. Students responded positively to the coordinated bilingual engagements and multisensory approaches to critical literacy, which afforded an aesthetic experience that fostered reflexivity and civic empathy (Mirra, 2018). The study points to the affordances of translanguaging in critical education, underscoring how embodied multilingual engagements allow students to be affected and to affect (Ahmed, 2010) others. Keywords: translanguaging, trans-semiotization, transmediation, critical literacy, empathy, critical aesthetics, refugees, French second language, English language arts, bilingual education Introduction Translanguaging highlights an interconnected use of languages and other semiotic resources for communication and knowledge construction. Everyday communicative practices involve processes of resemiotization (Iedema, 2003) or transmediation (Suhor, 1984), whereby one discourse or semiotic resource is transformed into another mode or a mixture of modes in time and space, mobilizing and rendering new ways of knowing, being and acting. Translanguaging pedagogy hence values the dynamic integration of languages, including the languages of arts (e.g., painting, dance, or drama) for creative and critical bi/multilingual and pluriliterate learning (García, Bartlett, & Kleifgen, 2009) . Translanguaging and/or transmediation of embodied semiotic resources, be it linguistic, visual or aural, gestural, etc. help disrupt the traditional logo-and verbo-centric notion of critical literacy (Janks, 2002) that privileges rational textual critique over aesthetic or emotional engagements (Misson & Morgan, 2006) . Such a trans-systemic approach challenges most deficit-oriented second language classrooms where critical literacy and/or expressive arts are often considered beyond language learners’ abilities. Elaborating on a university-school participatory research study, this article showcases the use of coordinate

FAQs

What does translanguaging emphasize for knowledge construction?

It highlights an interconnected use of languages and semiotic resources, where meaning is built through integrated communicative repertoires and processes like resemiotization and transmediation.

How is coordinated translanguaging pedagogy implemented in the study?

Two teachers collaborate flexibly to provide language models and create a translanguaging space, engaging children in a yearlong inquiry using related texts in both languages plus visual arts.

What learning outcomes are reported for students in relation to critical literacy?

Students show positive responses to coordinated bilingual engagements and multisensory approaches, which support reflexivity and civic empathy while deepening understanding of refugee issues such as rights, discrimination, resilience, and hope.

Oct 15, 2026

Uploaded by Franzy