In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and
mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about
teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives –
Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual
alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which
holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their
multiliteracies (see Khote 2017; Harman and Khote
2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’
complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how
multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the
classroom.
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Angay-Crowder, Tuba, Jayoung Choi, Nihal Khote & Ji Hye Shin
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Gebhard, Meg & Nicolas Blaisdell
2023. Systemic functional linguistic and disciplinary literacy development in multilingual K-12 schools in the United States. In International Encyclopedia of Education(Fourth Edition), ► pp. 54 ff.
Lu, Xinyue & Francis John Troyan
2022. Diversity and inclusion of culturally and linguistically diverse students in K‐12 Chinese language education. Foreign Language Annals 55:3 ► pp. 684 ff.
Mendoza, Anna, Laura Hamman‐Ortiz, Zhongfeng Tian, Shakina Rajendram, Kevin W. H. Tai, Wing Yee Jenifer Ho & Pramod K. Sah
2023. Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework. TESOL Quarterly
Mizell, Jason D.
2022. Culturally sustaining systemic functional linguistics: Towards an explicitly anti-racist and anti-colonial languaging and literacy pedagogy. Linguistics and Education 72 ► pp. 101108 ff.
Sembiante, Sabrina F. & Zhongfeng Tian
2020. The Need for Translanguaging in TESOL. In Envisioning TESOL through a Translanguaging Lens [Educational Linguistics, 45], ► pp. 43 ff.
2022. Introduction to the special issue on translanguaging in the age of mobility. Multilingua 41:3 ► pp. 253 ff.
Tian, Zhongfeng & Abu Saleh Mohammad Rafi
2023. Centering southern perspectives in translanguaging research. Critical Inquiry in Language Studies 20:3 ► pp. 205 ff.
Troyan, Francis John, Ruth Harman & Xiaodong Zhang
2021. Critical SFL praxis in teacher education: insights from Australian SFL scholars. Language and Education 35:5 ► pp. 383 ff.
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