Table 1 Genre Theory and Pedagogy vs. Translanguaging Theory and Pedagogy

Key proponents, representative pioneers/scholars

J.R. Martin, Eija Ventola, R. Hasan, Paltridge and Cope & Kalantzis; David Rose, etc

Carolyn Miller, Bazerman, Freeman & Medway and Berkenkotter & Huckin, etc

John Swales and V.J. Bhatia; Key Hyland; John Flowerdew etc

Ofelia Garcia, Li Wei, Angela Creese; Suresh Canagarajah, Angel Lin, Jasone Cenoz & Durk Gorter, etc

Definitions

A genre is "a staged, goal-oriented social process" (Martin et al., 1993)

“A rhetorically sound definition of the genre must be centered not on the substance or the form of discourse but the action it is used to accomplish” (Miller, 1984, p. 151)

A genre “comprises a class of communicative events, the members of which share some set of communicative purposes” (Swales, 1990)

Pedagogical translanguaging has been defined as ‘planned by the teacher inside the classroom and can refer to the use of different languages for input and output or to other planned strategies based on the use of students’ resources from the whole linguistic repertoire’ (Cenoz, 2017, p. 194)

Intellectual roots

Draws from Martin's connotative semantics, which is in turn based on the Hallidayan model of context and other work in systemic functional linguistics

Draws from: (1) post-structuralist social and literary theories of Bakhtin, and Foucault; (2) developmental psychology of Vygotsky and Bourdieu

Additionally, informed by the Hallidayan linguistic tradition but favors the synthesis of diverse models of learning and discourse

Originated from: (1) the Welsh revitalization program (Williams, 1994); Inspired by: (2) Halliday's 'languaging' concept, and (3) the Trans- movements in applied linguistics; as well as (4) Cook's 'multicompetence'

Educational target contexts

Mother-tongue education; Primary and Secondary schools

Mother-tongue education; Advanced (post-) graduate level

Non-native speakers in university

Minoritized, racialized, incompetenced, and disadvantaged bilinguals and multilinguals (W. Li, 2021 & 2022 this issue)

Major publications & intended readerships

Academic journals such as: Australian Review of Applied Linguistics, Annual Review of Applied Linguistics; Maintains good relationships with educational authorities

Academic journals such as: College Composition and Communication, Quarterly Journal of Speech, Written Communication, etc

Academic journals such as: English for Specific Purposes, English for Academic Purposes, Journal of Second Language Writing, etc., and those who are interested in discourse analysis

Academic journals such as: Applied Linguistics, Applied Linguistics Review, International Journal of Bilingualism and Bilingual Studies, International Journal of Multilingualism; Translanguaging and Translation in Multilingual Contexts; RELC Journal; TESOL Quarterly, etc

Theoretical foci

Explicitly hooks up Grammar and lexicon as well as discourse structure to the social function

Focuses on the ways in which writers use genre knowledge (or fail to use such knowledge) as they engage in disciplinary activities

Brings more focus to moves in discourse structure

Multilingual, multicultural, multisemiotic resources and repertoires; Multicompetent

Representative theoretical frameworks/projects

Martin's literacy development genre pedagogy (1993)

The socio-cognitive framework of genre analysis: Dynamism, situatedness, form and content, duality of structure, community ownership (Berkenkotter & Huckin, 1995)

Move-Step Analysis of Genre (Swales, 1990; Bhatia, 1993 & 2004)

The CUNY-NYSIEB Project (Garcia et al., 2021); The Translation and Translanguaging Project (TLANG) (Creese et al., 2018)

Research methodologies

Hasan’s Generic Structure Potential (GSP; 1989)

Rhetoric Genre School (RGS; Artemeva, 2008)

Critical genre analysis (CGA; Bhatia, 2004 & 2017)

"Moment analysis" and/or "creativity and criticality analysis" (W. Li, 2011); Communicative events (Canagarajah); Both 'usual' and 'unusual' research methods (Lee, 2022)