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dc.contributor.authorSmith, Patrick Henry
dc.contributor.authorMurillo, Luz A.
dc.date.accessioned2019-07-15T16:45:25Z
dc.date.available2019-07-15T16:45:25Z
dc.date.issued2014
dc.identifier.citationSmith, P. H., & Murillo, L. A. (2014). Theorizing translanguaging and multilingual literacies through human capital theory. International Multilingual Research Journal, 9(1), pp. 59-73.
dc.identifier.issn1931-3152
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/8307
dc.description.abstractIn this conceptual article we invite multilingual researchers to consider the concept of translanguaging through the lens of human capital theory. Our thinking about the interconnections among human capital, multilingualism, and translanguaging is motivated by our research in border colonias and other minoritized communities in South Texas, U.S.A., and we begin by describing these globalized Mexican diaspora communities located on the U.S.-Mexico border. We provide a brief overview of translanguaging by connecting this concept to similar terms used in related disciplines of interest to multilingualism research. We discuss how human capital has been used in educational research before outlining six forms of capital that offer potential for understanding how multilingualism can be fostered in and out of schools. We conclude with suggestions for empirical research on multilingual literacies and translanguaging.en_US
dc.formatText
dc.format.extent33 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherRoutledgeen_US
dc.sourceInternational Multilingual Research Journal, 2014, Vol. 9, No. 1, pp. 59-73.
dc.subjectBilingual educationen_US
dc.subjectHuman Capital Theory
dc.subjectTeacher preparation
dc.subjectTranslanguaging
dc.subjectU.S.-Mexico border
dc.titleTheorizing Translanguaging and Multilingual Literacies through Human Capital Theoryen_US
txstate.documenttypeArticle
dc.identifier.doihttp://dx.doi.org/10.1080/19313152.2014.985149
txstate.departmentCurriculum and Instruction


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