Kevin Carroll
Translingual Practices for Applied Humanities Curricula
Tinta regada
1 de agosto de 2025
The term translanguaging, originally coined in the mid 1980s by Cen Williams and Colin Baker, was used to describe the use of two languages in a classroom for pedagogical purposes. While the term originally was used to describe multilingual practices in a pedagogical setting, Ofelia García’s seminal publication on translanguaging worked to foster its use as a catch-all term to describe the “[m]ultiple discursive practices in which bilinguals engage in order to make sense of their bilingual worlds” (García, 2009, p. 45). While García’s academic publications worked to allow researchers and practioners useful terminology to identify how language was being used around them, by no means was translanguaging invented by García or even by Williams. Multilingualism, and the varying ways in which multilinguals use their linguistic repertoire to communicate among one another, is as old as humans themselves.
At the University of Puerto Rico, and particularly here at the Mayagüez Campus, where I had the privilege of studying my master’s degree as well as holding my first tenure track position, multilingualism is an essential part of the university experience. Historically, because of the colonial relationship with the US, textbooks published in English are largely used and the language of instruction in college courses often depends on the professor’s dominant language (Carroll, 2016). Decades ago, before there was a strong field of Puerto Rican academics with doctoral degrees in all content areas, professors from US institutions who often did not speak Spanish, were hired to work at the first tertiary institutions in PR. Therefore, campuses with a long history such as UPR Río Piedras, UPR Mayagüez, Inter American University in San Germán, all have a legacy of influential professors and administrators who primary used English. While lessons may have been taught in English, it obvious that the Spanish-dominant students at UPRM and other universities made sense of such material using their whole linguistic repertoire which obviously included Spanish. Thus, albeit a new term to almost everyone in attendance at my talk last semester, it is safe to say that translanguaging has been a staple of the tertiary experience in Puerto Rico, at least sense the start of the flagship campuses within the UPR and Inter American institutions.
Within the context of Puerto Rico, it was really Dra. Catherine Mazak, from UPRM, who worked to popularize the term translanguaging. Mazak, through a variety of publications documenting the intricacies of language use in different formal education settings within the UPRM context (Mazak & Herbas-Donoso, 2014; Mazak & Herbas-Donoso, 2015; Mazak, 2017). Through Mazak’s various publications about language use at UPRM and our co-edited book about translanguaging in higher education (Mazak and Carroll, 2017), it is clear that translanguaging occurs organically in many multilingual tertiary intuitions throughout the world. While the support for, and perceived value of, its use is often questioned, the mere existence of translanguaging is a reality in multilingual contexts like higher education in Puerto Rico. Given the historical use of translanguaging in tertiary institutions in PR, Thus, any new program that seeks to recruit a diverse student body and professors to work within it, needs to have clear language policies to effectively ensure that the program meets students’ academic and professional needs.
In an article published back in 2017, Mazak and I argued that ambiguous language policies at the UPR provided professors with the libertad de catedra to use language in the manner they see fit. These “open” policies as we argued, privileged students who come into the university with a strong foundation in English and Spanish, often coming from private schools (Carroll & Mazak, 2017). However, for students who do not have such a command of both Spanish and English, professors’ language use can have a negative impact on the students’ success in a particular course. Thus, with this reflection, I have tried to summarize the primary takeaways from work research in relation to the student written reflections in response to my talk in the fall of 2023 at the UPRM campus. Below I succinctly provide insight into how translanguaging can be consciously implemented into a curriculum in the Applied Humanities.
- Living in a Translingual World:
UPRM students inhabit a translingual space, where the boundaries between English and Spanish blur. Despite proficiency levels, students navigate a linguistic landscape where both languages coexist seamlessly. This translingual reality challenges traditional notions of language use, urging a reevaluation of pedagogical approaches within the Applied Humanities. Language policy must reflect this fluidity, accommodating diverse linguistic backgrounds and promoting inclusive practices while simultaneously challenging students to really develop in their weaker language.
- Addressing Linguistic Disparities:
Students with in-adequate exposure to English face significant disadvantages in their studies at UPRM, highlighting the need for comprehensive support mechanisms within the institution. Initiatives such as the Writing Center and the National Student Exchange Program along with many state-side internship programs can play a crucial role in bridging linguistic gaps, ensuring equitable access to resources and opportunities. Institutional language policy should prioritize equity, providing necessary support for students from diverse linguistic backgrounds to thrive academically.
- Empowering Professors as Language Facilitators:
Effective implementation of translanguaging requires proactive engagement from professors. While some naturally integrate students’ linguistic repertoires into their teaching, others may overlook the diverse language backgrounds of their students. Faculty development programs should emphasize the pedagogical significance of embracing students’ multilingualism. Professors must recognize their role in shaping students’ language development and adopt purposeful language practices aligned with pedagogical objectives. Clear language policies can guide instructors in creating inclusive learning environments that leverage students’ linguistic diversity to enhance educational outcomes in the Applied Humanities.
In conclusion, the Applied Humanities at UPRM stand to benefit greatly from embracing translanguaging and adopting robust language policies that promote inclusivity and equity. Recognizing the inherent multilingualism of students, providing targeted support for linguistic development, and empowering professors as language facilitators are essential steps toward creating a vibrant and inclusive educational environment. By embracing translanguaging, UPRM can enrich the academic experience for all students, fostering linguistic diversity as a cornerstone of excellence in the Applied Humanities.
References:
Carroll, K. S. (2016). Language policies in Puerto Rican higher education: Conflicting assumptions of bilingualism. Current Issues in Language Planning., 17(3–4), 260–277. doi:10.1080/14664208.2016.1201186
Carroll, K. S. and Mazak, C. M. (2017) Language Policy in Puerto Rico’s Higher Education: Opening the Door for Translanguaging Practices. Anthropology & Education Quarterly, 48 (1) pp. 4–22. DOI:10.1111/aeq.12180
García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford, UK: Wiley-Blackwell.
Mazak, C. M. & Carroll, K. S. (eds) (2017). Translanguaging in higher education: Beyond monolingual ideologies. Multilingual Matters.
Mazak, C. M. (2017). Introduction: Theorizing translanguaging practices in higher education. In C. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 1–10). Multilingual Matters.
Mazak, C. M., & Herbas-Donoso, C. (2014). Translanguaging practices at a bilingual university: A case study of a science classroom. International Journal of Bilingual Education and Bilingualism, 18(6), 1–17.
Mazak, C. M., & Herbas-Donoso, C. (2015). Living the bilingual university: One student’s translanguaging practices in a bilingual science classroom. In A. H. Fabricius & B. Preisler (Eds.), Transcultural interaction and linguistic diversity in higher education: The student experience (pp. 255–277). Palgrave Macmillan.
