Hostname: page-component-77f85d65b8-8v9h9 Total loading time: 0 Render date: 2026-04-22T13:59:23.877Z Has data issue: false hasContentIssue false
  • English
  • Français

Translanguaging in education

Published online by Cambridge University Press:  17 November 2021

Florence Bonacina-Pugh ,
Ildegrada da Costa Cabral  and
Jing Huang
Florence Bonacina-Pugh*
Affiliation:
The University of Edinburgh, Edinburgh, UK
Ildegrada da Costa Cabral
Affiliation:
The University of Birmingham, Birmingham, UK
Jing Huang
Affiliation:
The University of Bath, Bath, UK
*
*Corresponding author. Email: f.bonacina-pugh@ed.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

This state-of-the-art review focuses on translanguaging in education. In recent years, scholars have engaged in the conceptualisation of ‘translanguaging’ (e.g. García, 2009; García & Wei, 2014a; Wei, 2018) as well as in conducting a vast and ever-increasing number of empirical studies, in educational contexts in particular. This article aims to take stock of the different ways in which ‘translanguaging’ has been conceptualised and of the ways in which it has been interpreted and applied in the study of multilingualism in diverse educational contexts across the globe. Our review exercise shows that ‘translanguaging’ has been conceptualised within two different approaches, which we propose to call the ‘fixed language approach’ and the ‘fluid languaging approach’. It further shows how ‘translanguaging’ has been studied within these two approaches in different educational contexts. We finish our review by calling for new methodologies adapted to a linguistics of fluidity and by considering critically translanguaging as a scholarly phenomenon.

Information

Type
State-of-the-Art Article
Information
Language Teaching , Volume 54 , Issue 4 , October 2021 , pp. 439 - 471
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Afaf al-Bataineh, A., & Gallagher, K. (2018). Attitudes towards translanguaging: How future teachers perceive the meshing of Arabic and English in children's storybooks. International Journal of Bilingual Education and Bilingualism, doi:10.1080/13670050.2018.1471039Google Scholar
Anderson, J. (2017). Reimagining English language learners from a translingual perspective. ELT Journal, doi:10.1093/elt/ccx029Google Scholar
Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Clevedon, UK: Multilingual Matters.Google Scholar
Baker, C. (2003). Biliteracy and transliteracy in Wales: Language planning and the Welsh National Curriculum. In Hornberger, N. H. (Ed.), Continua of biliteracy: An ecological framework for educational policy, research and practice in multilingual settings (pp. 71–90). Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Baker, C. (2011). Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matters.Google Scholar
Bengtsson, J. (2007). Den levda kroppen [The lived body]. Pedagogiskt Magasin, 1(2), 54–57.Google Scholar
Bieri, A. (2018). Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 91–109.CrossRefGoogle Scholar
Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. London, UK: Continuum.Google Scholar
Blackledge, A., & Creese, A. (2014). Heteroglossia as practice and pedagogy. In Blackledge, A. & Creese, A. (Eds.), Heteroglossia as practice and pedagogy (pp. 1–20). Dordrecht: Springer.CrossRefGoogle Scholar
Block, D. (2018). The political economy of language education research (or the lack thereof): Nancy Fraser and the case of translanguaging. Critical Inquiry in Language Studies, 15(4), 237–257. doi:10.1080/15427587.2018.1466300CrossRefGoogle Scholar
Blommaert, J. (2012). Complexity, accent and conviviality: Concluding comments. Tilburg Papers in Culture Studies, 26. Tilburg, the Netherlands: Tilburg University.Google Scholar
Blommaert, J. (2014). From mobility to complexity in sociolinguistic theory and method. Tilburg Papers in Culture Studies, 103. Tilburg, the Netherlands: Tilburg University.Google Scholar
Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 1–22.Google Scholar
Bonacina, F., & Gafaranga, J. (2011). ‘Medium of instruction'vs.‘medium of classroom interaction’: Language choice in a French complementary school classroom in Scotland. International Journal of Bilingual Education and Bilingualism, 14(3), 319–334.CrossRefGoogle Scholar
Bonacina-Pugh, F. (2012). Researching ‘practiced language policies’: Insights from conversation analysis. Language Policy, 11(3), 213–234.CrossRefGoogle Scholar
Bonacina-Pugh, F. (2013). Categories and language choice in multilingual classrooms: The relevance of ‘teacher-hood’. Language and Education, 27(4), 298–313.CrossRefGoogle Scholar
Bonacina-Pugh, F. (2020). Legitimizing multilingual practices in the classroom: The role of the ‘practiced language policy’. International Journal of Bilingual Education and Bilingualism, 23(4), 434–448. doi:10.1080/13670050.2017.1372359CrossRefGoogle Scholar
Bonacina-Pugh, F., Barakos, E., & Chen, Q. (2020). Language policy in the internationalization of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’. Applied Linguistics Review, doi:10.1515/applirev-2019-0148. Online pre-print.CrossRefGoogle Scholar
Canagarajah, S. (2011a). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1–28.CrossRefGoogle Scholar
Canagarajah, S. (2011b). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95, 401–417.CrossRefGoogle Scholar
Caruso, E. (2018). Translanguaging in higher education: Using several languages for the analysis of academic content in the teaching and learning process. CercleS, 8(1), 65–90.Google Scholar
Castellotti, V. (2017). Pour une didactique de l'appropriation. Diversité, compréhension, relation. Paris, France: Didier.Google Scholar
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language, Culture and Curriculum, 28(1), 8–24.CrossRefGoogle Scholar
Cenoz, J., & Gorter, D. (2011). A holistic approach to multilingual education: Introduction. Modern Language Journal, 95(3), 339–343.CrossRefGoogle Scholar
Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901–912. doi:10.1080/01434632.2017.1284855CrossRefGoogle Scholar
Charalambous, C. & Rampton, B. (2011). Other-language learning and intercultural communication in contexts of conflict. In Jackson, Jane (ed.), The Routledge handbook of language and intercultural communication, 195–210. London: Routledge.Google Scholar
Charalambous, P., Charalambous, C., & Zembylas, M. (2016). Troubling translanguaging. Applied Linguistic Review, 7(3), 327–352.CrossRefGoogle Scholar
Coyle, D., Hood, P., & Marsh, M. (2010). CLIL. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43(5), 1196–1208.CrossRefGoogle Scholar
Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. doi:10.1017/S0267190514000233CrossRefGoogle Scholar
da Costa Cabral, I. (2018). As línguas têm de estar no seu devido lugar’ (‘languages have to be in their proper place’): Language ideologies, languagised worlds of schooling and multilingual classroom practices in Timor-Leste. Current Issues in Language Planning, doi:10.1080/14664208.2018.1503388Google Scholar
Duarte, J. (2019). Translanguaging in mainstream education: A sociocultural approach. International Journal of Bilingual Education and Bilingualism, 22(2), 150–164. doi:10.1080/13670050.2016.1231774CrossRefGoogle Scholar
Duarte, J. (2020). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 17(2), 232–247.CrossRefGoogle Scholar
Fishman, J. A. (1970). Sociolinguistics: A brief Introduction. Rowley, MA: Newburry Publishers.Google Scholar
Gafaranga, J. (2007). Talk in two languages. London, UK: Springer.CrossRefGoogle Scholar
Gafaranga, J. (2016). Bilingualism as interactional practices. Edinburgh, UK: Edinburgh University Press.Google Scholar
García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford, UK: Wiley/Blackwell.Google Scholar
García, O., & Flores, N. (2012). Multilingual pedagogy. In Martin-Jones, M., Blackledge, A., & Creese, A. (Eds.), The Routledge handbook of multilingualism (pp. 232–246). New York, NY & London: Routledge.Google Scholar
García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.Google Scholar
García, O., & Kleyn, T. (eds.) (2016). Translanguaging with multilingual students: Learning from classroom moments. New York, NY and London, UK: Routledge.CrossRefGoogle Scholar
García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In Blackledge, A. & Creese, A. (Eds.), Heteroglossia as practice and pedagogy (pp. 199–216). Dordrecht, the Netherlands, Heidelberg, New York, London: Springer.CrossRefGoogle Scholar
García, O., & Lin, A. M. Y. (2017). Translanguaging in bilingual education. In García, O. & Lin, A. M. Y. (Eds.), Bilingual and multilingual education (Encyclopedia of Language and Education, Vol. 5) (pp. 117–130). Dordrecht, the Netherlands: Springer International Publishing.CrossRefGoogle Scholar
García, O. & Wei, L. (2014). Translanguaging. Language, bilingualism and education. Basingstoke: Palgrave Macmillan.Google Scholar
García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–255. doi:10.1080/15348458.2017.1329016CrossRefGoogle Scholar
Gierlinger, E. (2015). ‘You can speak German, sir’: On the complexity of teachers’ L1 use in CLIL. Language and Education, doi:10.1080/09500782.2015.1023733CrossRefGoogle Scholar
González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Gort, M., & Pontier, W. R. (2013). Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education, 27(3), 223–245. doi:10.1080/09500782.2012.697468CrossRefGoogle Scholar
Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews (2nd Edition). London, UK: Sage publishing.Google Scholar
Gynne, A. (2019). ‘English or Swedish please, no Dari!’ – (trans)languaging and language policing in upper secondary school's language introduction programme in Sweden. Classroom Discourse, 10(3-4), 347–368. doi:10.1080/19463014.2019.1628791CrossRefGoogle Scholar
Halliday, M. A. (1985). Systemic background. Systemic Perspectives on Discourse, 1, 1–15.Google Scholar
Heller, M. (Ed.) (2007). Bilingualism: A social approach. Houndmills, Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Hornberger, N., & Link, H. (2012a). Translanguaging in today's classrooms: A biliteracy lens. Theory Into Practice, 51(4), 239–247. doi:10.1080/00405841.2012.726051CrossRefGoogle Scholar
Hornberger, N. H., & Link, H. (2012b). Translanguaging and transnational literacies in multilingual classrooms: A bilingual lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278.CrossRefGoogle Scholar
Huang, J. (2018). Heteroglossia, ideology, and identity: Translanguaging in and around a Birmingham Chinese complementary school. In Mazzaferro, G. (Ed.), Translanguaging in everyday practices (pp. 69–86). Springer Nature Switzerland AG: Springer.Google Scholar
Huang, J. (2020). A stratified ideological ecology in a Birmingham Chinese complementary school: The shifting standard. Journal of Multilingual and Multicultural Development. DOI:10.1080/01434632.2020.1715991Google Scholar
Hurst, E., & Mona, E. (2017). Translanguaging as a socially just pedagogy. Education as Change, 21(1), 126–148.CrossRefGoogle Scholar
Jaffe, A. (2015). Staging language on Corsica: Stance, improvisation, play and heteroglossia. Language in Society, 44, 161–186.CrossRefGoogle Scholar
Jaspers, J., & Madsen, L. (2016). Sociolinguistics in a languagised world: Introduction. Applied Linguistics Review, 7(3), 235–258.CrossRefGoogle Scholar
Jaspers, J., & Madsen, L. M. (Eds.). (2019). Critical perspectives on linguistic fixity and fluidity: Languagised lives. New York, NY: Routledge.CrossRefGoogle Scholar
Jesson, J., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. London, UK: Sage.Google Scholar
Jones, B. (2010). Amrywiaeth caleidosgopig: Addysg ddwyieithog yng nghymru heddiw. [Kaleidoscopic variety: Bilingual education in wales today]. Gwerddon cyfnodolyn academaidd cymraeg (5): 9–26. Retrieved from http://www.gwerddon.cymru/en/media/main/gwerddon/rhifynnau/erthyglau/Rhifyn5_e1.pdfGoogle Scholar
Jones, B. (2017). Translanguaging in bilingual schools in Wales. Journal of Language, Identity & Education, 16(4), 199–215.CrossRefGoogle Scholar
Jones, B., & Lewis, W. G. (2014). Language arrangements within bilingual education in Wales. In Mennen, I. & Thomas, E. M. (Eds.), Unravelling bilingualism: A cross-disciplinary perspective. Bristol, UK: Multilingual Matters.Google Scholar
Jørgensen, J. N. (2003). Languaging among fifth graders: Code-switching in conversation 501 of the Koge Project. Journal of Multilingual and Multicultural Development, 24(1-2), 126–148.CrossRefGoogle Scholar
Jørgensen, J. N. (2008). Polylingual languaging around and among children and adolescents. International Journal of Multilingualism, 5(3), 161–176.CrossRefGoogle Scholar
Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 23–37.Google Scholar
Kramsch, C. (2006). From communicative competence to symbolic competence. Modern Language Journal, 90(2), 249–252.CrossRefGoogle Scholar
Kramsch, C. (2008). Ecological perspectives on foreign language education. Language Teaching, 41(3), 389–408.CrossRefGoogle Scholar
Kramsch, C. (2015). Applied linguistics: A theory of the practice. Applied Linguistics, 36(4), 454–464.CrossRefGoogle Scholar
Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4):474–494.CrossRefGoogle Scholar
Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Contentand Language Integrated Learning, 6(2), 1–21.CrossRefGoogle Scholar
Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging minority language isolation: Translanguaging in a Trilingual school in the Basque Country. Journal of Language, Identity & Education, 16(4), 216–227. doi:10.1080/15348458.2017.1328281CrossRefGoogle Scholar
Leroy, H. R., & Santos, M. E. P. (2017). Percorrendo as Veredas das Práticas Translinguajeiras em Contexto Transfronteiriço: Possíveis Travessias no Ensino-Aprendizagem de Língua Portuguesa Adicional. RELACult-Revista Latino-Americana de Estudos em Cultura e Sociedade, 3(3): 1–24.CrossRefGoogle Scholar
Leung, C., & Valdés, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. Modern Language Journal, 103(2), 348–370.CrossRefGoogle Scholar
Leung, S. K. Y. (2019). Translanguaging through visual arts in early childhood: A case study in a Hong Kong kindergarten. Asia-Pacific Journal of Research in Early Childhood Education, 13(1), 47–67.Google Scholar
Lewis, G., Jones, B., & Baker, C. (2012a). Translanguaging: Origins and development from school to street and beyond. Education Research and Evaluation, 18(7), 641–654.CrossRefGoogle Scholar
Lewis, G., Jones, B., & Baker, C. (2012b). Translanguaging: Developing its conceptualisation and contextualisation. Education Research and Evaluation, 18(7), 655–670.CrossRefGoogle Scholar
Lewis, W. G. (2008). Current challenges in bilingual education in Wales. Aila Review, 21(1), 69–86.CrossRefGoogle Scholar
Lin, A. M., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity & Education, 16(4), 228–244.CrossRefGoogle Scholar
Lin, A. M., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education, 31(1), 26–45.CrossRefGoogle Scholar
Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5–16. doi:10.1080/13670050.2018.1515175CrossRefGoogle Scholar
Lin, A. M. Y., & Martin, P. (2005). Decolonisation, globalisation: Language-in-education policy and practice. Clevedon, UK: Multilingual Mattters.CrossRefGoogle Scholar
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76.CrossRefGoogle Scholar
Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(1), 1–43.CrossRefGoogle Scholar
Makoni, S., & Pennycook, A. (Eds.) (2007). Disinventing and reconstituting languages. Clevedon, UK: Multilingual Matters.Google Scholar
Marsh, D. (2002). CLIL/EMILE - The European dimension: Actions, trends and foresight potential. Jyväskylä, Finland: UniCOMContinuing Education Centre.Google Scholar
Martin-Jones, M. (2007). Bilingualism, education and the regulation of access to language resources. In Heller, M. (Ed.), Bilingualism: A social approach (pp. 161–182). Basingstoke, UK, Hampshire: Palgrave Macmillan.CrossRefGoogle Scholar
Martin-Jones, M., & da Costa Cabral, I. (2018). The critical ethnographic turn in research on language policy and planning. In Tollefson, J. W. & Pérez-Milans, M. (Eds.), The Oxford handbook of language policy and planning (pp. 71–92). New York, NY: Oxford University Press.Google Scholar
Martin-Jones, M., & Martin, D. (Eds.) (2016). Researching multilingualism: Critical and ethnographic perspectives. London, UK and New York, NY: Routledge.CrossRefGoogle Scholar
Martina-Meltrán, M. (2014). ‘What Do You Want to Say?’ How adolescents use translanguaging to expand learning opportunities. International Multilingual Research Journal, 8(3), 208–230. doi:10.1080/19313152.2014.914372CrossRefGoogle Scholar
Masny, D., & Cole, D. R. (2009). Introduction to multiple literacies theory: A deleuzian perspective. In Masny, D. & Cole, D. R. (Eds.), Multiple literacies theories: A deleuzian perspective (pp. 1–11). Rotterdam, the Netherlands: Sense.CrossRefGoogle Scholar
Mazak, C., & Herbas-Donoso, C. (2015). Translanguaging practices at a bilingual university: A case study of a science classroom. International Journal of Bilingual Education and Bilingualism, 18(6), 698–714. doi:10.1080/13670050.2014.939138CrossRefGoogle Scholar
Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137–168.CrossRefGoogle Scholar
Mignolo, W. D. (1996). Linguistic maps, literacy geographies, and cultural landscapes: Language, languaging and (trans)nationalism. Modern Language Quarterly, 56(2), 181–196.CrossRefGoogle Scholar
Mignolo, W. (2014). The North of the South and the West of the East: A provocation to the question. Available at: http://www.ibraaz.org/usr/library/documents/main/the-north-of-the-south.pdfGoogle Scholar
Mignolo, W. D. (2000). Histórias locais / projetos globais: Colonialidade, saberes subalternos e pensamento liminar. Belo Horizonte, Brazil: Editora UFMG.Google Scholar
Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39, 38–70.CrossRefGoogle Scholar
Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.CrossRefGoogle Scholar
Moore, P., & Nikula, T. (2016). Translanguaging in CLIL. In Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 211–234). Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Moriarty, M. (2017). Developing resources for translanguaging in minority language contexts: A case study of rapping in an Irish primary school. Language, Culture and Curriculum, 30(1), 76–90. doi:10.1080/07908318.2016.1230623CrossRefGoogle Scholar
Nguyen, H. H. (2012). The multilanguaging of a Vietnamese American in south Philadelphia. Working Papers in Educational Linguistics (WPEL), 27(1), 5.Google Scholar
Nikula, T. (2017) CLIL: A European Approach to Bilingual Education. In: Deusen-Scholl N., Van, May, S. (eds) Second and Foreign Language Education. Encyclopedia of Language and Education (3rd ed.). Cham: Springer. https://doi.org/10.1007/978-3-319-02246-8_10Google Scholar
Nikula, T., & Moore, P. (2019). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237–249.CrossRefGoogle Scholar
Ollerhead, S. (2019). Teaching across semiotic modes with multilingual learners: Translanguaging in an Australian classroom. Language and Education, 33(2), 106–122. doi:10.1080/09500782.2018.1516780CrossRefGoogle Scholar
Ortíz, F. (2002). Contrapunteo cubano del tabaco y el azúcar. Madrid, Spain: Cátedra.Google Scholar
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307.CrossRefGoogle Scholar
Otheguy, R., García, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 10(4), 625–651.CrossRefGoogle Scholar
Otsuji, E., & Pennycook, A. (2010). Metrolingualism. Fixity, fluidity and language in flux. International Journal of Multilingualism, 7(3), 240–254.CrossRefGoogle Scholar
Paulsrud, B., Rosén, J., Straszer, B., & Wedin, Å. (2017). New perspectives on translanguaging. Bristol: Multilingual Matters.Google Scholar
Pedley, M. 2018. Approche inclusive des langues en situation minoritaire: le cas de l'Ecosse. Unpublished Phd thesis. Université Bordeaux Montaigne, France.Google Scholar
Pedley, M. (2018a). Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse, Thèse de doctorat sous la direction d'Alain Viaut, Université Bordeaux Montaigne.Google Scholar
Pedley, M. (2018b). Mother Tongue Other Tongue : approche créative des langues pour une (ré)appropriation linguistique. Lidil 57. http://journals.openedition.org/lidil/4820. doi:10.4000/lidil.4820CrossRefGoogle Scholar
Pennycook, A. (2010). Language as a local practice. Milton Park, UK: Routledge.CrossRefGoogle Scholar
Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6(2), 101–128.CrossRefGoogle Scholar
Poza, L. (2019). “Los Dos Son Mi Idioma”: Translanguaging, identity, and social relationships among bilingual youth. Journal of Language, Identity & Education, 18(2), 92–109. doi:10.1080/15348458.2018.1504682CrossRefGoogle Scholar
Probyn, M. (2019). Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxies. Classroom Discourse, 10(3–4), 216–236. doi:10.1080/19463014.2019.1628792CrossRefGoogle Scholar
Rasman. (2018). To translanguage or not to translanguage? The multilingual practice in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics, 7(3), 687–694.CrossRefGoogle Scholar
Rymes, B. (2014). Communicating beyond language: Everyday encounters with diversity. London, UK: Routledge.CrossRefGoogle Scholar
Shoba, J. A., & Chimbutane, F. (2013). Introduction: Bilingual education and language policy in the global south (pp. 1–10). New York, NY and London, UK: Routledge.CrossRefGoogle Scholar
Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. London, UK: Routledge.CrossRefGoogle Scholar
Torpsten, A. (2018). Translanguaging in a Swedish multilingual classroom. Multicultural Perspectives, 20(2), 104–110. doi:10.1080/15210960.2018.1447100CrossRefGoogle Scholar
Turnbull, B. (2019). Translanguaging in the planning of academic and creative writing: A case of adult Japanese EFL learners. Bilingual Research Journal, 42(2), 232–251. doi:10.1080/15235882.2019.1589603CrossRefGoogle Scholar
Turner, M., & Lin, A. M. Y. (2017). Translanguaging and named languages: Productive tension and desire. International Journal of Bilingual Education and Bilingualism, 20), doi:10.1080/13670050.2017.1360243Google Scholar
van Lier, L. (2008). The ecology of language learning and sociocultural theory. In Creese, A., Martin, P., & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 9. Ecology of language (2nd ed.) (pp. 53–65). Boston, MA: Springer Science+Business Media.Google Scholar
Velasco, P., & Fialais, V. (2018). Moments of metalinguistic awareness in a Kindergarten class: Translanguaging for simultaneous biliterate development. International Journal of Bilingual Education and Bilingualism, 21(6), 760–774. doi:10.1080/13670050.2016.1214104CrossRefGoogle Scholar
Vogel, S., & García, O. (2017). Translanguaging. In Noblit, G. & Moll, L. (Eds.), Oxford research encyclopedia of education. (pp. 32–56). Oxford: Oxford University Press.Google Scholar
Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: A literature review. Journal of Advanced Nursing, 50, 204–211. doi:10.1111/j.1365-2648.2005.03380.xCrossRefGoogle ScholarPubMed
Wang, W., & Curdt-Christiansen, L. (2019). Translanguaging in a Chinese–English bilingual education programme: A university-classroom ethnography. International Journal of Bilingual Education and Bilingualism, 22(3), 322–337. doi:10.1080/13670050.2018.1526254CrossRefGoogle Scholar
Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by Multilingual Chinese Youth in Britain. Journal of Pragmatics, 43(5), 1222–1235.CrossRefGoogle Scholar
Wei, L. (2014). Negotiating funds of knowledge and symbolic competence in the complementary school classrooms. Language and Education, 28(2), 161–180. doi:10.1080/09500782.2013.800549CrossRefGoogle Scholar
Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.CrossRefGoogle Scholar
Wei, L., & Hua, Z. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 34(5), 516–535.Google Scholar
Wei, L., & Lin, A. M. Y. (2019). Translanguaging classroom discourse: Pushing limits, breaking boundaries. Classroom Discourse, 10(3–4), 209–215. doi:10.1080/19463014.2019.1635032CrossRefGoogle Scholar
Wei, L., & Martin, P. (2009). Conflicts and tensions in classroom codeswitching: an introduction. International Journal of Bilingual Education and Bilingualism, 12(2), 117–122.CrossRefGoogle Scholar
Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg uwchradd ddwyieithog. Unpublished PhD thesis. Bangor, UK: University of Wales.Google Scholar
Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In Williams, C., Lewis, G., & Baker, C. (Eds.), The language policy: Taking stock (pp. 39–78). Llangefni, UK: CAI.Google Scholar
Williams, C. (2002). Ennill iaith: Astudiaeth o sefyllfa drochi yn 11–16 oed. Bangor, UK: School of Education [A language gained: A study of language immersion at 11–16 years of age] Retrieved from http://www.bangor.ac.uk/addysg/publications/Ennill_Iaith.pdfGoogle Scholar
Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678–694.CrossRefGoogle Scholar
Zhang, X.-q. (2016). 從單語到雙語教學：語碼轉換在語言教育的運用 [From monolingual to bilingual education: The use of code-switching in language education]. 台灣語文研究TaiWan Literacy Research, 11(1): 1–25.Google Scholar
Zhang, Y., & Guo, Y. (2017). Exceeding boundaries: Chinese children's playful use of languages in their literacy practices in a Mandarin–English bilingual program. International Journal of Bilingual Education and Bilingualism, 20(1), 52–68. doi:10.1080/13670050.2015.1037713CrossRefGoogle Scholar