Translanguaging for Equal Opportunities: Speaking Romani at School

Contents
Author Information
List of videos
Transcription conventions
Glossing abbreviations
Foreword
1 Introduction. Collaborative research writing: Multiplicity of realities, texts, and translanguaging
Part I: Romani and translanguaging: Theoretical considerations
2 Non-standardised ways of speaking and language-policy regimes
3 Romani and translanguaging
4 Perspectives on friction and collaboration in Tiszavasvári
Part II: Methodological approaches: Translanguaging and participatory ethnography
5 Data collection: Linguistic ethnographic research and participatory approaches
6 Data processing: Retaining multiple perspectives and voices through abduction, in analysis, and translation
Part III: Perspectives on translanguaging educational practices in the Tiszavasvári Roma neighbourhood
7 Linguistic Repertoire: A despised “mixed” language as a resource for learning
8 Transformation and translanguaging: Evolving student-teacher roles
9 Mediation through translanguaging: The linguistic negotiation of identities and policies
10 Teachers’ talk in the translanguaging classroom: Monolingual teachers in bi- and multilingual classrooms
11 Translanguaging shift and institutional settings: Impact beyond the classroom
12 Creating translanguaging space through schoolscape design and reflective practices
13 Community-based knowledge in culturally transformative pedagogies
14 Translanguaging and written nonstandard language: Heterographic literacy in and outside school
15 Adaptive schooling, effective learning organisation, and translanguaging
16 Stylisation, voice and crossing in the classroom
Part IV: Conclusion
17 Conclusion: Participatory ethnography and translanguaging education as forms of transcultural becoming among multilingual Roma in monolingual environments
Index