Bigelow, Martha Vanek, Jenifer King, Kendall and Abdi, Nimo 2017. Literacy as social (media) practice: Refugee youth and native language literacy at school. International Journal of Intercultural Relations, Vol. 60, p. 183.
Jørgensen, Clara Helene Rübner 2017. ‘Peer social capital’ and networks of migrants and minority ethnic youth in England and Spain. British Journal of Sociology of Education, Vol. 38, Issue. 4, p. 566.
Wei, Li 2017. Translanguaging as a Practical Theory of Language. Applied Linguistics,
Higgins, Christina and Ponte, Eva 2017. Legitimating Multilingual Teacher Identities in the Mainstream Classroom. The Modern Language Journal, Vol. 101, Issue. S1, p. 15.
Jansson, Gunilla Wadensjö, Cecilia and Plejert, Charlotta 2017. Managing complaints in multilingual care encounters. Multilingua, Vol. 0, Issue. 0,
Balam, Osmer and de Prada Pérez, Ana 2017. Attitudes Toward Spanish and Code-Switching in Belize: Stigmatization and Innovation in the Spanish Classroom. Journal of Language, Identity & Education, Vol. 16, Issue. 1, p. 17.
Moriarty Harrelson, Erin 2017. Deaf people with “no language”: Mobility and flexible accumulation in languaging practices of deaf people in Cambodia. Applied Linguistics Review, Vol. 0, Issue. 0,
Buckingham, Louisa and Aktuğ-Ekinci, Duygu 2017. Interpreting coded feedback on writing: Turkish EFL students' approaches to revision. Journal of English for Academic Purposes, Vol. 26, p. 1.
Sembiante, Sabrina 2016. Translanguaging and the multilingual turn: epistemological reconceptualization in the fields of language and implications for reframing language in curriculum studies. Curriculum Inquiry, Vol. 46, Issue. 1, p. 45.
Valmori, Lorena and I. De Costa, Peter 2016. How do foreign language teachers maintain their proficiency? A grounded theory investigation. System, Vol. 57, p. 98.
Turnbull, Blake 2016. Reframing foreign language learning as bilingual education: epistemological changes towards the emergent bilingual. International Journal of Bilingual Education and Bilingualism, p. 1.
Jenkins, Jennifer 2015. Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, Vol. 2, Issue. 3,
Achugar, Mariana 2015. Theme: Critical language awareness approaches in the Americas: Theoretical principles, pedagogical practices and distribution of intellectual labor. Linguistics and Education, Vol. 32, p. 1.
This article reviews recent scholarship in language, identity, and education. It critically reflects on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication. The authors focus in particular on recent scholarship on “translanguaging,” examining research that has viewed identities as socially constructed in interaction and considering the relationship between language and identities in contexts where communication is mobile and complex. This article offers a critical summary of the implications of these developments for education in the 21st century. In order to illustrate these theoretical points, the authors present an empirical example of the performance of language and identity in education from their recent research.
Blommaert J. (2014). From mobility to complexity in sociolinguistic theory and method. Tilburg Papers in Culture Studies, 103. Tilburg, The Netherlands: Tilburg University.
Jan Blommaert provides a theoretical overview of changing theoretical orientation to language in use and action, proposing that mobility and complexity are key theoretical notions in understanding changing language practices.
Canagarajah S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1–28.
Suresh Canagarajah synthesizes scholarship on translanguaging conducted in different academic disciplines and social domains, and raises critical questions on theory, research and pedagogy to take the orientation forward.
Creese A., & Blackledge A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. Modern Language Journal, 94, 103–115.
Angela Creese and Adrian Blackledge present research which analyses translanguaging as pedagogy in complementary schools in the UK. In developing this analysis, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.
García O., & Wei L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan.
Ofelia García and Li Wei trace the development of the theory of translanguaging and consider its relationship with traditional theories and models of language and bilingualism. Based on practices by students and teachers in a variety of educational contexts, this book describes how translanguaging is used by bilingual learners to learn and by teachers to teach.
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