Translanguaging: A Matter of Sociolinguistics, Pedagogics and Interaction?

@inproceedings{Slembrouck2018TranslanguagingAM,
  title={Translanguaging: A Matter of Sociolinguistics, Pedagogics and Interaction?},
  author={Stef Slembrouck and Kirsten Rosiers},
  year={2018}
}
This chapter forms part of an analytical-interpretative exercise in coming to terms with one of the key concepts in contemporary writings on globalization-affected multilingual classrooms: translanguaging (TL). What is the term’s precise scope? What are the theoretical-methodological frameworks which bear upon the formulation of a basis for its implementation? And how can an answer to these two questions be informed by an analysis of instances where TL has been accomplished successfully in… 

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TLDR
The concept of translanguaging is clarified, establishing it as a particular conception of the mental grammars and linguistic practices of bilinguals and of special relevance to schools interested in the linguistic and intellectual growth of bilingual students as well as to minoritized communities involved in language maintenance and revitalization efforts.