Beyond the traditional scope of translanguaging

  title={Beyond the traditional scope of translanguaging},
  author={Kirsten Rosiers and Inge Van Lancker and Steven Delarue},
  journal={Language \& Communication},

Translanguaging revisited

  • Kirsten Rosiers
  • Education, Linguistics
    Translanguaging – researchers and practitioners in dialogue
  • 2018
This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the participants’ interactional engagement with their linguistic repertoire in

Translingual Discursive Spaces in Language and Arts Lessons

  • S. Degano
  • Sociology
    Literacy Information and Computer Education Journal
  • 2019
Flexible multilingual pedagogies such as translanguaging pedagogies are promising stepping stones towards a more equitable access to educational resources for students of different backgrounds.

Using the translanguaging space to facilitate poetic representation of language and identity

Australian students come from a wide range of linguistic and cultural backgrounds with each context providing unique challenges. Tensions however exist between the intentions to address diversity and

Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms

Abstract Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in

The Effects of Translanguaging on Participation in EFL Classrooms

This study employed pedagogic discourse theory (Bernstein, 1990) to investigate whether student participation was affected by teachers’ translanguaging practices. The study employed qualitative

Drama pedagogy: subverting and remaking learning in the thirdspace

This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to

Citizen sociolinguists scaling back

Abstract This paper examines the different ways that professional experts and everyday language users engage in scaling practices to claim authority when they talk about multilingual practices and

Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints

Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners’ unitary language repertoire as resources for their le...



Translanguaging in the classroom: Emerging issues for research and pedagogy

This article attempts to synthesize the scholarship on translanguaging conducted in different academic disciplines and social domains, and raises critical questions on theory, research and pedagogy

The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

Part I. Dynamic bilingualism at school -- Translanguaging classrooms : contexts and purposes -- Language practices and the translanguaging classroom framework -- Documenting students' dynamic

Translanguaging: towards a dynamic model of bilingualism at school / Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela

Abstract As a response to the trend of using school languages separately, this article puts forward a pedagogical strategy labelled translanguaging which fosters the dynamic and integrative use of

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?.

This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65).

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

Theorizing and Enacting Translanguaging for Social Justice

This chapter theorizes translanguaging, while describing how it is carried out in one “English” classroom in a school for Latino adolescents who have arrived recently in the USA. The theories of

Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging

Studies on translanguaging of multilingual students have turned their attention to teachable strategies in classrooms. This study is based on the assumption that it is possible to learn from

Nederlands om te rekenen, Turks om te roddelen? De mythe ontkracht. Een interactieanalyse van translanguaging in een Gentse diverse klas

In this study, I investigate the potential of translanguaging, i.e. putting multilingual repertoires to use during multilingual interactions in a Flemish primary school. Data were gathered based on

Modelling linguistic diversity at school: the excluding impact of inclusive multilingualism

This paper discusses data from a Dutch-medium secondary school in Brussels where almost all pupils speak a different language than Dutch at home. It illustrates that teachers’ preference for