Translanguaging and Linguistic Creativity and Criticality

Translanguaging (TL) pedagogy is the strategic deployment of the entire linguistic and non-linguistic repertoire for learning and teaching (García & Seltzer 2016). Particular educational advantages of translanguaging are: (1) deeper and fuller understanding of the subject matter, (2) helps the development of the weaker language, (3) facilitates home-school links and cooperation, and (4) helps the integration of fluent speakers with early learners (García & Li Wei 2014, p. 67). TL is transformative for the child, for the teacher and the whole education. TL space develops the sense of connectedness (Li Wei 2011b) which is important for children's cognitive, linguistic, and socio-emotional development. By the use of the whole linguistic repertoire children can develop criticality and creativity. According to García and Li Wei (2014), creativity is "pushing and breaking the boundaries between the old and the new, the conventional and the original, and the acceptable and the challenging". (p. 67) while criticality is "the ability to use available evidence appropriately, systematically and insightfully, to inform considered views of cultural, social, political and linguistic wisdom, to question and problematize received wisdom and to express views adequately through reasoned responses to situations" (p. 67). The development of creativity and criticality are important skills for children's education and translanguaging pedagogy creates space for the development of these skills.