Translanguaging: origins and development from school to street and beyond

The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research.     

Implementing multifunctionality on the farm: a case presentation

Abstract

The relationship between technology adoption and farmers’ socio-economic characteristics can never be over emphasized. This study tests the determinants of technology adoption by women farmers. The result from the Logit analysis of data from Unguwan-Madaki showed that the socio-economic characteristics of women farmers significantly affect their technology adoption decisions.     

Team teach with a student: A pilot study in criminal justice

In this study, criminal justice classes were team taught by six pairs of one faculty member and one student teacher. The professor-student teaching teams met together before class to plan and after class to problem solve. The student teachers were charged with helping the professors introduce active learning exercises into their classes. This article reports on survey data from these professors, student teachers and the students they taught, including their views on both the benefits and problems. The article shows professors how to team teach with a student and helps professors who want to try the approach to anticipate and minimize the problems while capitalizing on the benefits.     

Rethinking Critical Thinking: Indigenous students studying at university

Critical thinking is conceived in the theories as a skill that students consciously learn and practice while the teacher is positioned as the one who can teach students how to critique. However, one of the major insights gained through research conducted at a university in the Northern Territory is that students are already critiquing what they say and do in the classroom as they negotiate a position in relation to the lecturer as an authority. The research finds that critical thinking is not just a cognitive attribute, it is constituted through a practice that is always at work, albeit in hidden ways in the classroom. It is through this hidden practice of critique that indigenous students at this university speak and learn outside an assimilation to the power and knowledge of the non‐indigenous teacher.     

Science and the British Empire

The last few decades have witnessed a flowering of interest in the history of science in the British Empire. This essay aims to provide an overview of some of the most important work in this area, identifying interpretative shifts and emerging themes. In so doing, it raises some questions about the analytical framework in which colonial science has traditionally been viewed, highlighting interactions with indigenous scientific traditions and the use of network-based models to understand scientific relations within and beyond colonial contexts.