{"collection":"Translanguaging","generated":"2026-09-17 16:22","count":664,"items":[{"key":"V9ZBBBWG","type":"journalArticle","title":"Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities","authors":[{"last":"García","first":"Ofelia"},{"last":"Sylvan","first":"Claire E."}],"editors":[],"year":"2011","date":"2011-09-00 09/2011","venue":"The Modern Language Journal","volume":"95","issue":"3","pages":"385-400","place":"","publisher":"","edition":"","doi":"10.1111/j.1540-4781.2011.01208.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2011.01208.x","language":"en","abstract":"Bilingual classrooms most often have strict language arrangements about when and who should speak what language to whom. This practice responds to diglossic arrangements and models of bilingualism developed in the 20th century. However, in the 21st century, heteroglossic bilingual conceptualizations are needed in which the complex discursive practices of multilingual students, their translanguagings, are used in sense‐making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Examining the case of a network of U.S. secondary schools for newcomer immigrants, the International High Schools, this article looks at how students’ plurilingual abilities are built through seven principles that support dynamic plurilingual practices in instruction—heterogeneity, collaboration, learner‐centeredness, language and content integration, language use from students up, experiential learning, and local autonomy and responsibility. As a result, students become not only more knowledgeable and academically successful but also more confident users of academic English, better at translanguaging, and more plurilingual‐proficient. The article presents translanguaging in education as the constant adaptation of linguistic resources in the service of meaning‐making and in tending to the singularities in the pluralities that make up multilingual classrooms today.","tags":[],"cited":22,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","6QX932AH","BSUKJY3G","FXWU4ZMR","HIUKBZ79","IA2Z7QRP","LRDK6HC9","LS5EI9QZ","MMAGS46K","NW5UHYBI","Q6GDRPSJ","RPZWWINA","S4N58IIR","UHK3Z89M","WX4KMGDW","YGNJR7WI","YTJ3WPM2","ZEUIJ42F","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1111/j.1540-4781.2011.01208.x","label":"doi.org"}},{"key":"V9V5XXXB","type":"bookSection","title":"The dialogic imagination: Four essays","authors":[{"last":"Bakhtin","first":"M. M"}],"editors":[{"last":"Holquist","first":"M"}],"year":"1981","date":"1981-00-00 1981","venue":"Four essays by M. M. Bakhtin (. Emerson & M. Holquist Trans.)","volume":"","issue":"","pages":"84-258","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":16,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Bakhtin, M. M. (1981). The dialogic imagination: Four essays. In M. Holquist (Ed.), Four essays by M. M. Bakhtin (. Emerson & M. Holquist Trans.) (pp. 84–258). University of Texas Press.","cites":[],"citedBy":["3H5HEYDC","8MUBE9VL","BSUKJY3G","EHUYCSJC","IZ9M54S5","L8DAV8AZ","LS5EI9QZ","MZXWLSFT","NW5UHYBI","PLXI6NI5","RQL6E9LI","S4N58IIR","SZP4YW7P","VCQDC8X5","WMRY9PIB","YTJ3WPM2"],"link":null},{"key":"ATQJHL5S","type":"bookSection","title":"Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education","authors":[{"last":"Cummins","first":"Jim"}],"editors":[{"last":"Hornberger","first":"Nancy H."}],"year":"2008","date":"2008-00-00 2008","venue":"Encyclopedia of Language and Education","volume":"","issue":"","pages":"1528-1538","place":"Boston, MA","publisher":"Springer US","edition":"","doi":"10.1007/978-0-387-30424-3_116","isbn":"978-0-387-32875-1","url":"http://link.springer.com/10.1007/978-0-387-30424-3_116","language":"en","abstract":"","tags":[],"cited":14,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["5AC5J23X","8MUBE9VL","BGX8JQ75","BSUKJY3G","EHUYCSJC","HIUKBZ79","J9SRYLHF","L8DAV8AZ","LS5EI9QZ","QE6LMK43","U2MZZYMC","WMRY9PIB","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1007/978-0-387-30424-3_116","label":"doi.org"}},{"key":"HAGAHN6W","type":"bookSection","title":"Programs and Structures in Bilingual and Multilingual Education","authors":[{"last":"Flores","first":"Nelson"},{"last":"Beardsmore","first":"Hugo Baetens"}],"editors":[{"last":"Wright","first":"Wayne E."},{"last":"Boun","first":"Sovicheth"},{"last":"García","first":"Ofelia"}],"year":"2015","date":"2015-04-27 2015-04-27","venue":"The Handbook of Bilingual and Multilingual Education","volume":"","issue":"","pages":"203-222","place":"","publisher":"Wiley","edition":"1","doi":"10.1002/9781118533406.ch12","isbn":"978-1-118-53349-9","url":"https://onlinelibrary.wiley.com/doi/10.1002/9781118533406.ch12","language":"en","abstract":"This chapter examines traditional ways of organizing bilingual education programs informed by monoglossic understandings of bilingualism. It provides examples of bilingual education programs that are informed by this traditional understanding of bilingualism. The chapter demonstrates both the counterhegemonic possibilities of these programs, as well as examines the ways that these programmatic structures may inadvertently marginalize the language practices of language-minoritized students. It discusses recent shifts in the field, informed by heteroglossic understandings of bilingualism that have begun to push scholars and policy makers to rethink the way that bilingual education programs are structured. The chapter provides examples of programs and practices informed by this heteroglossic perspective, and examines the potential of these programs to create societal change.","tags":[],"cited":14,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","8P3JFMRZ","BGX8JQ75","EHUYCSJC","G8PGLNGA","HIUKBZ79","IA2Z7QRP","LPQURRBB","LS5EI9QZ","MZXWLSFT","PLXI6NI5","S4N58IIR","VUXHAXTX","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1002/9781118533406.ch12","label":"doi.org"}},{"key":"DMWU2GVJ","type":"journalArticle","title":"Super-diversity and its implications","authors":[{"last":"Vertovec","first":"Steven"}],"editors":[],"year":"2007","date":"2007-11-00 11/2007","venue":"Ethnic and Racial Studies","volume":"30","issue":"6","pages":"1024-1054","place":"","publisher":"","edition":"","doi":"10.1080/01419870701599465","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/01419870701599465","language":"en","abstract":"Diversity in Britain is not what it used to be. Some thirty years of government policies, social service practices and public perceptions have been framed by a particular understanding of immigration and multicultural diversity. That is, Britain's immigrant and ethnic minority population has conventionally been characterized by large, well-organized African-Caribbean and South Asian communities of citizens originally from Commonwealth countries or formerly colonial territories. Policy frameworks and public understanding – and, indeed, many areas of social science – have not caught up with recently emergent demographic and social patterns. Britain can now be characterized by ‘super-diversity,’ a notion intended to underline a level and kind of complexity surpassing anything the country has previously experienced. Such a condition is distinguished by a dynamic interplay of variables among an increased number of new, small and scattered, multiple-origin, transnationally connected, socio-economically differentiated and legally stratified immigrants who have arrived over the last decade. Outlined here, new patterns of super-diversity pose significant challenges for both policy and research.","tags":[],"cited":14,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","BGX8JQ75","BRK8A5JH","BSUKJY3G","EHUYCSJC","G3MKL6QV","HJB7RNNX","HQ7RRSLV","J9SRYLHF","LS5EI9QZ","Q6GDRPSJ","U2MZZYMC","ZEMQR5GJ"],"link":{"href":"https://doi.org/10.1080/01419870701599465","label":"doi.org"}},{"key":"5X7HQKEF","type":"bookSection","title":"Cultivating an ecology of multilingualism in schools","authors":[{"last":"García","first":"O"},{"last":"Menken","first":"K"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":13,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"García, O., & Menken, K. (2015). Cultivating an ecology of multilingualism in schools. In D. G","cites":[],"citedBy":["3H5HEYDC","BW99NC43","EHUYCSJC","HQFR9JPG","LS5EI9QZ","MMAGS46K","PLXI6NI5","QE6LMK43","S4N58IIR","WMRY9PIB","WX4KMGDW","YTJ3WPM2","ZJ6YREQY"],"link":null},{"key":"4HSW368I","type":"bookSection","title":"Putting language proficiency in its place: responding to critiques of the conversational/academic language distinction","authors":[{"last":"Cummins","first":"J"}],"editors":[{"last":"J. Cenoz","first":""},{"last":"U. Jessner","first":""}],"year":"2000","date":"2000-00-00 2000","venue":"English in Europe: The Acquisition of a Third Lan","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":12,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"CUMMINS, J. 2000b, Putting language proficiency in its place: responding to critiques of the conversational/academic language distinction. In J. CENOZ & U. JESSNER (eds), English in Europe: The Acquisition of a Third Lan","cites":[],"citedBy":["3H5HEYDC","6QX932AH","7KQ3YA6E","8P3JFMRZ","CPYK44UV","EHUYCSJC","IZ9M54S5","JS9DFKMQ","LS5EI9QZ","PLXI6NI5","SZP4YW7P","WMRY9PIB"],"link":null},{"key":"BGH26YPL","type":"journalArticle","title":"Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards‐Based Reform","authors":[{"last":"Flores","first":"Nelson"},{"last":"Schissel","first":"Jamie L."}],"editors":[],"year":"2014","date":"2014-09-00 09/2014","venue":"TESOL Quarterly","volume":"48","issue":"3","pages":"454-479","place":"","publisher":"","edition":"","doi":"10.1002/tesq.182","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1002/tesq.182","language":"en","abstract":"Standards‐based reforms in many Anglophone nations have been informed by\n              monoglossic language ideologies\n              that marginalize the dynamic bilingualism of emergent bilinguals. Recent developments in applied linguistics that advocate for\n              heteroglossic language ideologies\n              offer an alternative for standards‐based reform. This article argues that standards‐based reform initiatives will not be able to address the needs of emergent bilingual students unless they create\n              ideological spaces\n              that move away from monoglossic language ideologies toward heteroglossic language ideologies and\n              implementational spaces\n              that provide concrete tools for enacting this vision in the classroom. With a particular focus on the Common Core State Standards in the U.S. context, the article develops a vision for standards‐based reform that begins to affirm and build on the dynamic bilingualism of emergent bilingual students. Specifically, the article explores two classrooms and the New York State Bilingual Common Core Initiative as starting points for theorizing how to develop ideological and implementational spaces that infuse heteroglossic language ideologies into standards‐based reform initiatives while also emphasizing the role of monoglossic approaches to assessments in ultimately undermining the attempts that are currently being made.","tags":[],"cited":12,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","8P3JFMRZ","HQFR9JPG","I3XJ33BZ","LRDK6HC9","LS5EI9QZ","MZXWLSFT","Q6GDRPSJ","RQL6E9LI","WMRY9PIB","YTJ3WPM2","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1002/tesq.182","label":"doi.org"}},{"key":"CDCADWHQ","type":"journalArticle","title":"Navigating Hybridized Language Learning Spaces through Translanguaging Pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of Academic Discourse","authors":[{"last":"Gort","first":"M"},{"last":"Sembiante","first":"S. F"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"","volume":"","issue":"1","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":12,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teacher’s languaging practices in support of emergent bilingual children’s per","cites":[],"citedBy":["3H5HEYDC","6FMEZLMB","HIUKBZ79","LRDK6HC9","LS5EI9QZ","MZXWLSFT","RQL6E9LI","S4N58IIR","WMRY9PIB","YTJ3WPM2","ZJ6YREQY"],"link":null},{"key":"TAK6TC2Q","type":"book","title":"Metrolingualism","authors":[{"last":"Pennycook","first":"A"},{"last":"Otsuji","first":"E"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"Language in the city","volume":"","issue":"","pages":"","place":"","publisher":"Language in the city","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":12,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Pennycook, A., & Otsuji, E. (2015). Metrolingualism. Language in the city. Oxford: Routledge. Pérez Rosario, V. (2014). The CUNY‐NYSIEB guide to translanguaging in Latino literature. New","cites":[],"citedBy":["3AYZB73Q","BIW2T525","BSUKJY3G","HJB7RNNX","I3XJ33BZ","LS5EI9QZ","MZXWLSFT","QKEW8S7I","QNUBRZ3H","S4N58IIR","U2RPB87S"],"link":null},{"key":"7GIVL2ED","type":"journalArticle","title":"Translanguaging and semiotic assemblages","authors":[{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2017","date":"2017-07-03 2017-07-03","venue":"International Journal of Multilingualism","volume":"14","issue":"3","pages":"269-282","place":"","publisher":"","edition":"","doi":"10.1080/14790718.2017.1315810","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/14790718.2017.1315810","language":"en","abstract":"This paper asks what translanguaging could start to look like if it incorporated an expanded version of language and questioned not only to the borders between languages but also the borders between semiotic modes. Developing the idea of spatial repertoires and assemblages, and looking at data from a Bangladeshi-owned corner shop, this paper suggests on the one hand that it is important to include a wide range of semiotic possibilities in any analysis. On the other hand, however, we cannot merely add more semiotic items to our translinguistic inventories, but need instead to seek out a way of grasping the relationships among a range of forms of semiosis. The notion of assemblages allows for an understanding of how different trajectories of people, semiotic resources and objects meet at particular moments and places, and thus helps us to see the importance of things, the consequences of the body, and the significance of place alongside the meanings of linguistic resources.","tags":[],"cited":12,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","BSUKJY3G","EHUYCSJC","HIUKBZ79","IGFIVPGP","JR37997P","LS5EI9QZ","MZXWLSFT","QKEW8S7I","RQL6E9LI","U2RPB87S","UHK3Z89M","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1080/14790718.2017.1315810","label":"doi.org"}},{"key":"CQXMIQQW","type":"book","title":"Reproduction in Education, Society and Culture","authors":[{"last":"Bourdieu","first":"P"},{"last":"Passeron","first":"J.-C"}],"editors":[],"year":"1977","date":"1977-00-00 1977","venue":"Sage","volume":"","issue":"","pages":"","place":"London","publisher":"Sage","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":11,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Bourdieu, P. and Passeron, J.-C. (1977). Reprod1.1ction in education, society and culture. London: Sage. Braunmi.iller, K. (2006). \"On the relevance of receptive multilingualism in a globalised world: Theory, history and","cites":[],"citedBy":["39G77H6D","BRK8A5JH","BSUKJY3G","HIUKBZ79","HQFR9JPG","IA2Z7QRP","J9SRYLHF","LS5EI9QZ","MMAGS46K","QKEW8S7I","VCQDC8X5","VCYH5R8M"],"link":null},{"key":"B7X6X3FC","type":"journalArticle","title":"Rethinking Monolingual Instructional Strategies in Multilingual Classrooms","authors":[{"last":"Cummins","first":"J"}],"editors":[],"year":"2007","date":"2007-00-00 2007","venue":"Canadian Journal of Applied Linguistics","volume":"10","issue":"2","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":11,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics 10, 221–40. https://journals.lib.unb.ca/index.php/CJAL/article/view/19743","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","6FMEZLMB","HIUKBZ79","IZ9M54S5","LS5EI9QZ","MMAGS46K","MZXWLSFT","QE6LMK43","RPZWWINA","S4N58IIR"],"link":null},{"key":"NJAWL99S","type":"book","title":"Reversing language shift","authors":[{"last":"Fishman","first":"J.A"}],"editors":[],"year":"1991","date":"1991-00-00 1991","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Clevedon, UK","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":11,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Fishman, J.A. (1991). Reversing language shift. Clevedon, UK: Multilingual Matters. Garcı´a, O. (2009a). Bilingual education in the 21st century: A global perspective. Oxford, UK: Wiley-Blackwell. Garcı´a, O. (2009b). Ed","cites":[],"citedBy":["6CP5JNSZ","6FMEZLMB","8MUBE9VL","BSUKJY3G","CPYK44UV","F4U27E8B","IZ9M54S5","LS5EI9QZ","RPZWWINA","SZP4YW7P","ZEMQR5GJ"],"link":null},{"key":"XZ52KN3K","type":"bookSection","title":"Discourses of endangerment: Sociolinguistics, globalization and social order","authors":[{"last":"Heller","first":"M"},{"last":"Duchêne","first":"A"}],"editors":[{"last":"Duchêne","first":"A"},{"last":"Heller","first":"M"}],"year":"2007","date":"2007-00-00 2007","venue":"Discourses of endangerment: Ideology and interest in defense of languages","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":11,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Heller, M., & Duchêne, A. (2007). Discourses of endangerment: Sociolinguistics, globalization and social order. In A. Duchêne & M. Heller (Eds.), Discourses of endangerment: Ideology and interest in defense of languages","cites":[],"citedBy":["8CAR8W94","BSUKJY3G","FXWU4ZMR","LS5EI9QZ","S4N58IIR","SZP4YW7P","UHK3Z89M","VCQDC8X5","WX4KMGDW","Z7G3375I","ZJ6YREQY"],"link":null},{"key":"CXLH2P9A","type":"journalArticle","title":"Metrolingualism: fixity, fluidity and language in flux","authors":[{"last":"Otsuji","first":"Emi"},{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2010","date":"2010-08-00 08/2010","venue":"International Journal of Multilingualism","volume":"7","issue":"3","pages":"240-254","place":"","publisher":"","edition":"","doi":"10.1080/14790710903414331","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/14790710903414331","language":"en","abstract":"By extending the notion of metroethnicity, this paper proposes the notion of metrolingualism, creative linguistic practices across borders of culture, history and politics. Metrolingualism gives us a way to move beyond current terms such as ‘multilingualism’ and ‘multiculturalism’. It is a product of modern and often urban interaction, describing the ways in which people of different and mixed backgrounds use, play with and negotiate identities through language. The focus is not so much on language systems as on languages as emergent from contexts of interaction. Looking at data from workplaces where metrolingual language use is common, we show how the use of both fixed and fluid linguistic and cultural identities is part of the process of language use. The notion of metrolingualism gives us ways of moving beyond common frameworks of language, providing insights into contemporary, urban language practices, and accommodating both fixity and fluidity in its approach to language use.","tags":[],"cited":11,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6QX932AH","7KQ3YA6E","BSUKJY3G","EHUYCSJC","LS5EI9QZ","MZXWLSFT","QKEW8S7I","RPZWWINA","U2RPB87S","XMJGD4BA","ZEMQR5GJ"],"link":{"href":"https://doi.org/10.1080/14790710903414331","label":"doi.org"}},{"key":"FWPWWKDW","type":"journalArticle","title":"Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular","authors":[{"last":"Sayer","first":"Peter"}],"editors":[],"year":"2013","date":"2013-03-00 03/2013","venue":"TESOL Quarterly","volume":"47","issue":"1","pages":"63-88","place":"","publisher":"","edition":"","doi":"10.1002/tesq.53","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1002/tesq.53","language":"en","abstract":"This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that\n              TESOL\n              educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second‐grade classroom in a transitional bilingual education program in a well‐established Mexican American community in San Antonio, Texas. The data suggest that the participants move fluidly between not just Spanish and English, but also the standard and vernacular varieties, a movement that is called\n              translanguaging\n              (O. García, 2009). Translanguaging through TexMex enables the teacher and students to create discursive spaces that allow them to engage with the social meanings in school from their position as bilingual Latinos. The teacher's adoption of a flexible bilingual pedagogy (Creese & Blackledge, 2010) allows for translanguaging in the classroom not only as a way of making sense of content and learning language, but also as a legitimized means of performing desired identities.","tags":[],"cited":11,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["7KQ3YA6E","HIUKBZ79","LRDK6HC9","MZXWLSFT","RQL6E9LI","S4N58IIR","WMRY9PIB","WX4KMGDW","YGNJR7WI","YTJ3WPM2","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1002/tesq.53","label":"doi.org"}},{"key":"IL4HEAVY","type":"bookSection","title":"Heteroglossia as Practice and Pedagogy","authors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"editors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"year":"2014","date":"2014-00-00 2014","venue":"Heteroglossia as Practice and Pedagogy","volume":"20","issue":"","pages":"1-20","place":"Dordrecht","publisher":"Springer Netherlands","edition":"","doi":"10.1007/978-94-007-7856-6_1","isbn":"978-94-007-7855-9","url":"https://link.springer.com/10.1007/978-94-007-7856-6_1","language":"en","abstract":"","tags":[],"cited":10,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","5AC5J23X","BSUKJY3G","EHUYCSJC","LRDK6HC9","MZXWLSFT","QKEW8S7I","S4N58IIR","WMRY9PIB","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1007/978-94-007-7856-6_1","label":"doi.org"}},{"key":"CWX964GH","type":"journalArticle","title":"Language and Superdiversity","authors":[{"last":"Blommaert","first":"J"},{"last":"Rampton","first":"B"}],"editors":[],"year":"2011","date":"2011-00-00 2011","venue":"Diversities","volume":"13","issue":"2","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":10,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Blommaert, J. and Rampton, B. (2011). Language and superdiversity. Diversities. An Online Journal Published by UNESCO and MPI MMG 13 (2): https://​books-​­​google-​­​com.​ezproxy.​gc.​cuny.​edu/​books/​ about/​Language_a","cites":[],"citedBy":["3AYZB73Q","BSUKJY3G","BW99NC43","EHUYCSJC","HQFR9JPG","LS5EI9QZ","U2MZZYMC","VCQDC8X5","ZEUIJ42F"],"link":null},{"key":"32JBRP2V","type":"book","title":"Discourse strategies","authors":[{"last":"Gumperz","first":"J. J"}],"editors":[],"year":"1982","date":"1982-00-00 1982","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Cambridge University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":10,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Gumperz, J. J. (1982). Discourse strategies. Cambridge: Cambridge University Press. Gutie´rrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148–164. Gutie´rrez, K","cites":[],"citedBy":["BSUKJY3G","FXWU4ZMR","IT8JQS5W","LRDK6HC9","R8XLCV4Y","SZP4YW7P","U2RPB87S","WX4KMGDW","YGLP4JSZ","ZEUIJ42F"],"link":null},{"key":"AVPZDTE8","type":"journalArticle","title":"Polylingual Languaging Around and Among Children and Adolescents","authors":[{"last":"Jørgensen","first":"J.Normann"}],"editors":[],"year":"2008","date":"2008-08-00 08/2008","venue":"International Journal of Multilingualism","volume":"5","issue":"3","pages":"161-176","place":"","publisher":"","edition":"","doi":"10.1080/14790710802387562","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/14790710802387562","language":"en","abstract":"The uniquely human capacity of using arbitrary signs to transfer concept and experience over great distances in time and place is what we call language. We use language with a purpose, and we use whatever features are at our disposal to achieve our ends, regardless of the fact that some speakers think that certain features should be held together and not used in combination with certain other features. The phenomenon of language is not necessarily a construction, and while all individual languages are constructed, it is not possible to clearly delimit them from each other. The crucial phenomenon is language, not any specific language. While some Some speakers think languages should be kept apart, others combine three, four, or more different sets of features (i.e. so-called ‘languages’) in their linguistic production. This is characteristic of polylingualism (where multilingualism is characterised by the knowledge of several separate languages). These speakers do not choose their features randomly. Particularly in late-modern urban youth groups the simultaneous use of features from many different sources is frequent.","tags":[],"cited":10,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","8MUBE9VL","BSUKJY3G","EHUYCSJC","HQFR9JPG","I3XJ33BZ","JS9DFKMQ","JTKPPTBQ","MZXWLSFT","S4N58IIR"],"link":{"href":"https://doi.org/10.1080/14790710802387562","label":"doi.org"}},{"key":"BP2LC8IN","type":"journalArticle","title":"Polylanguaging in superdiversity","authors":[{"last":"Jørgensen","first":"J. N., Karrebæk, M. S., Madsen, L. M"},{"last":"Møller","first":"J. S"}],"editors":[],"year":"2011","date":"2011-00-00 2011","venue":"Diversities","volume":"13","issue":"2","pages":"23-37","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":10,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 23–37.","cites":[],"citedBy":["8MUBE9VL","APQBZZDV","BIW2T525","I3XJ33BZ","LS5EI9QZ","VCQDC8X5","WX4KMGDW","Z7G3375I"],"link":null},{"key":"M3FV3BSI","type":"bookSection","title":"Superdiverse Repertoires and the Individual","authors":[{"last":"Blommaert","first":"Jan"},{"last":"Backus","first":"Ad"}],"editors":[{"last":"Saint-Georges","first":"Ingrid De"},{"last":"Weber","first":"Jean-Jacques"}],"year":"2013","date":"2013-00-00 2013","venue":"Multilingualism and Multimodality","volume":"","issue":"","pages":"11-32","place":"Rotterdam","publisher":"SensePublishers","edition":"","doi":"10.1007/978-94-6209-266-2_2","isbn":"978-94-6209-266-2","url":"http://link.springer.com/10.1007/978-94-6209-266-2_2","language":"en","abstract":"The term ‘repertoire’ belongs to the core vocabulary of sociolinguistics.1 John Gumperz, in the introduction to the epochal Directions in Sociolinguistics: The Ethnography of Communication (Gumperz & Hymes 1972/1986) lists ‘linguistic repertoires’ as one of the ‘basic sociolinguistic concepts’ (Gumperz 1972/1986: 20–21) and defines it as ‘the totality of linguistic resources (i.e. including both invariant forms and variables) available to members of particular communities ’ (italics added). These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.","tags":[],"cited":9,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","BSUKJY3G","BW99NC43","HIUKBZ79","QKEW8S7I","S4N58IIR","SW3INUKP","U2RPB87S","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1007/978-94-6209-266-2_2","label":"doi.org"}},{"key":"2XRZ6PHE","type":"bookSection","title":"Towards a holistic approach in the study of multilingual education","authors":[{"last":"Cenoz","first":"Jasone"},{"last":"Gorter","first":"Durk"}],"editors":[{"last":"Cenoz","first":"Jasone"},{"last":"Gorter","first":"Durk"}],"year":"2015","date":"2015-01-29 2015-1-29","venue":"Multilingual Education","volume":"","issue":"","pages":"1-15","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/9781009024655.002","isbn":"978-1-009-02465-5","url":"https://www.cambridge.org/core/product/identifier/9781009024655%23c1/type/book_part","language":"","abstract":"Introduction The topic of medium of instruction (MOI) has long been an important site of contestation in Hong Kong. Owing to its high socioeconomic status and its gate-keeping function in higher education, Englishmedium instruction (EMI) has been keenly sought after by parents for their children since the 1980s. Indeed, English was widely adopted as the medium of instruction in secondary schools despite the fact that Chinese was granted the status of an official language in 1974. In 1960, for example, only 57.9% of the secondary schools in Hong Kong were English-medium schools, but by 1980, 87.7% of them had adopted English as their MOI (Bray & Koo, 2004 ). In 1978, the introduction of compulsory nine-year education in Hong Kong meant that many students who formerly could not enter secondary schools were receiving their education in EMI schools. In these EMI schools many teachers adopted a bilingual approach in which they switched between Chinese (practised as spoken Cantonese and written Standard Chinese), the home languages of the students, and English, their L2, because many students were not capable of learning through English alone. This approach was regarded by the Hong Kong government as unproductive, and in 1998 the government adopted a linguistic streaming policy which allowed only 114 secondary schools to use EMI in their junior forms (Forms 1–3; equivalent to Grades 7–9), whereas the rest of the schools (about 70%) had to change to Chinese-medium instruction (CMI) in their junior forms (schools still retain their autonomy to choose the medium of instruction for senior forms). This policy, however, met with a great deal of opposition, mainly from parents who believed that this practice only deepened the stigmatization of Chinese-medium schools by suggesting that they were for the less competent, and who wanted access to EMI for the sake of their children's future jobs and the higher educational opportunities it afforded them. Amidst political pressure, a f","tags":[],"cited":9,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","6FMEZLMB","BGX8JQ75","HIUKBZ79","LRDK6HC9","MZXWLSFT","QE6LMK43","S4N58IIR"],"link":{"href":"https://doi.org/10.1017/9781009024655.002","label":"doi.org"}},{"key":"QW9ZIUCU","type":"journalArticle","title":"Linguistic Interdependence and the Educational Development of Bilingual Children","authors":[{"last":"Cummins","first":"James"}],"editors":[],"year":"1979","date":"1979-00-21 21/1979","venue":"Review of Educational Research","volume":"49","issue":"2","pages":"222","place":"","publisher":"","edition":"","doi":"10.2307/1169960","isbn":"","url":"http://links.jstor.org/sici?sici=0034-6543%28197921%2949%3A2%3C222%3ALIATED%3E2.0.CO%3B2-L&origin=crossref","language":"","abstract":"The central thesis of this paper is that a cognitively and academically beneficial form of bilingualism can be achieved only on the basis of adequately developed first language (L1) skills. Two hypotheses are formulated and combined to arrive at this position. The \"developmental interdependence\" hypothesis proposes that the development of competence in a second language (L2) is partially a function of the type of competence already developed in L1 at the time when intensive exposure to L2 begins. The \"threshold\" hypothesis proposes that there may be threshold levels of linguistic competence which a bilingual child must attain both in order to avoid cognitive disadvantages and allow the potentially beneficial aspects of bilingualism to influence his cognitive and academic functioning. These hypotheses are integrated into a model of bilingual education in which educational outcomes are explained as a function of the interaction between background, child input and educational treatment factors. It is suggested that many evaluations of bilingual education programs have produced uninterpretable data because they have failed to incorporate the possibility of these interactions into their research designs.","tags":[],"cited":9,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","AGFSLU69","CPYK44UV","IT8JQS5W","LRDK6HC9","LS5EI9QZ","MZXWLSFT","S4N58IIR","SZP4YW7P"],"link":{"href":"https://doi.org/10.2307/1169960","label":"doi.org"}},{"key":"YT3QJNAW","type":"book","title":"Life with Two Languages","authors":[{"last":"Grosjean","first":"F"}],"editors":[],"year":"1982","date":"1982-00-00 1982","venue":"Harvard University Press, Cambridge, MA","volume":"","issue":"","pages":"","place":"","publisher":"Harvard University Press, Cambridge, MA","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":9,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Grosjean, F. (1982). Life with Two Languages. Harvard University Press, Cambridge, MA. —— (1997). “The Bilingual Individual.” Interpreting: International Journal of Research and Practice in Interpreting 2(1 and 2), 163–8","cites":[],"citedBy":["BSUKJY3G","CPYK44UV","HKMAGX8I","IT8JQS5W","MZXWLSFT","S4N58IIR","SZP4YW7P","WMRY9PIB","ZJ6YREQY"],"link":null},{"key":"G8CQJY54","type":"bookSection","title":"Languaging, agency and collaboration in advanced second language learning","authors":[{"last":"Swain","first":"M"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"In: Byrnes, H. (Ed.), Advanced Language Learning. Continuum, London","volume":"","issue":"","pages":"95-108","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":9,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Swain, M., 2006. Languaging, agency and collaboration in advanced second language learning. In: Byrnes, H. (Ed.), Advanced Language Learning. Continuum, London, pp. 95–108. Van Parijs, P., 2011. Linguistic Justice for Eu","cites":[],"citedBy":["36Z4BGGR","39G77H6D","8CAR8W94","F4U27E8B","HJB7RNNX","HQFR9JPG","LS5EI9QZ","MMAGS46K","YTJ3WPM2"],"link":null},{"key":"UASEQYWR","type":"journalArticle","title":"Re-examining teacher translanguaging: An ecological perspective","authors":[{"last":"Allard","first":"Elaine C."}],"editors":[],"year":"2017","date":"2017-04-03 2017-04-03","venue":"Bilingual Research Journal","volume":"40","issue":"2","pages":"116-130","place":"","publisher":"","edition":"","doi":"10.1080/15235882.2017.1306597","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/15235882.2017.1306597","language":"en","abstract":"A growing body of recent scholarship has demonstrated that translanguaging is a natural and characteristic practice of bilinguals that also has great promise as a pedagogical tool. This ethnographic study examines the use of translanguaging by two teachers in a suburban high school ESL program. There, teacher translanguaging played an important role in increasing students’ participation and access to class content and yet did not achieve the interpersonal and emancipatory ends that have been reported elsewhere. Using an ecological approach, the author investigates this contradiction, mapping how teacher translanguaging fit in with other pedagogies, language policies, ideologies, and interpersonal relationships. The analysis suggests that the pedagogical and interpersonal potential of translanguaging may only be fully realized when connected to other practices in and beyond the classroom that affirm and support bilingualism and bilingual learners.","tags":[],"cited":8,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BGX8JQ75","EHUYCSJC","I3XJ33BZ","LPQURRBB","MMAGS46K","RCZDTX8S","RQL6E9LI","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/15235882.2017.1306597","label":"doi.org"}},{"key":"2ASZXNX2","type":"bookSection","title":"3. Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum","authors":[{"last":"Baker","first":"Colin"}],"editors":[{"last":"Hornberger","first":"Nancy H."}],"year":"2003","date":"2003-12-31 2003-12-31","venue":"Continua of Biliteracy","volume":"","issue":"","pages":"71-90","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781853596568-007","isbn":"978-1-85359-656-8","url":"https://www.degruyter.com/document/doi/10.21832/9781853596568-007/html","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","6QX932AH","8MUBE9VL","AGFSLU69","HIUKBZ79","IT8JQS5W","L8DAV8AZ"],"link":{"href":"https://doi.org/10.21832/9781853596568-007","label":"doi.org"}},{"key":"CM5UDDDX","type":"journalArticle","title":"Going beyond the Native Speaker in Language Teaching","authors":[{"last":"Cook","first":"Vivian"}],"editors":[],"year":"1999","date":"1999-00-22 22/1999","venue":"TESOL Quarterly","volume":"33","issue":"2","pages":"185","place":"","publisher":"","edition":"","doi":"10.2307/3587717","isbn":"","url":"https://www.jstor.org/stable/3587717?origin=crossref","language":"","abstract":"This article argues that language teaching would benefit by paying attention to the L2 user rather than concentrating primarily on the native speaker. It suggests ways in which language teaching can apply an L2 user model and exploit the students' L1. Because L2 users differ from monolingual native speakers in their knowledge of their L2s and Lls and in some of their cognitive processes, they should be considered as speakers in their own right, not as approximations to monolingual native speakers. In the classroom, teachers can recognise this status by incorporating goals based on L2 users in the outside world, bringing L2 user situations and roles into the classroom, deliberately using the students' L1 in teaching activities, and looking to descriptions of L2 users or L2 learners rather than descriptions of native speakers as a source of information. The main benefits of recognising that L2 users are speakers in the own right, however, will come from students' and teachers' having a positive image of L2 users rather than seeing them as failed native speakers. Language professionals often take for granted that the only appropriate models of a language's use come from its native speakers. Linguists look at the intuitions of native speakers or collect quantities of their speech; language teachers encourage students to be like native speakers. This article argues that the prominence of the native speaker in language teaching has obscured the distinctive nature of the successful L2 user and created an unattainable goal for L2 learners. It recommends that L2 users be viewed as multicompetent language users rather than as deficient native speakers and suggests how language teaching can recognise students as L2 users both in and out of the classroom.","tags":[],"cited":8,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6FMEZLMB","6IPNB475","EHUYCSJC","J9SRYLHF","JTKPPTBQ","MMAGS46K","VCQDC8X5","VCYH5R8M"],"link":{"href":"https://doi.org/10.2307/3587717","label":"doi.org"}},{"key":"FCRLMPF9","type":"book","title":"Bilingual: Life and reality","authors":[{"last":"Grosjean","first":"F"}],"editors":[],"year":"2010","date":"2010-00-00 2010","venue":"Harvard University Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Harvard University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Grosjean, F. (2010). Bilingual: Life and reality. Cambridge: Harvard University Press. Gutie´rrez, K. D., Baquedano Lo´pez, P., & Tejeda, C. (1999a). Rethinking diversity: Hybridity and hybrid language practices in the t","cites":[],"citedBy":["6QX932AH","8MUBE9VL","BSUKJY3G","EHUYCSJC","G8PGLNGA","HKMAGX8I","VUXHAXTX","XMJGD4BA","ZJ6YREQY"],"link":null},{"key":"KTLD665D","type":"bookSection","title":"Allocating two languages as a key feature of a bilingual methodology","authors":[{"last":"Jacobson","first":"R"}],"editors":[{"last":"R. Jacobson","first":""},{"last":"C. Faltis","first":""}],"year":"1990","date":"1990-00-00 1990","venue":"Language Distribution Issues in Bilingual Schooling. Clevedon: Multilingual Matters. KNIGHT P. a","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"JACOBSON, R. 1990, Allocating two languages as a key feature of a bilingual methodology. In R. JACOBSON and C. FALTIS (eds) Language Distribution Issues in Bilingual Schooling. Clevedon: Multilingual Matters. KNIGHT P. a","cites":[],"citedBy":["6CP5JNSZ","6QX932AH","8MUBE9VL","CPYK44UV","HIUKBZ79","IZ9M54S5","L8DAV8AZ","ZJ6YREQY"],"link":null},{"key":"6AZHHSTG","type":"book","title":"Decolonisa tion, globalisation","authors":[{"last":"Lin","first":"A. M. Y, 8c Martin, P. W. (Eds.)"}],"editors":[],"year":"2005","date":"2005-00-00 2005","venue":"Language-in-education policy and practice","volume":"","issue":"","pages":"","place":"","publisher":"Language-in-education policy and practice","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lin, A. M. Y, 8c Martin, P. W. (Eds.). (2005). Decolonisa tion, globalisation. Language-in-education policy and practice. Clevedon, England: Multilingual Matters.","cites":[],"citedBy":["6IPNB475","BSUKJY3G","IZ9M54S5","J9SRYLHF","JTKPPTBQ","L8DAV8AZ","MZXWLSFT","XMJGD4BA"],"link":null},{"key":"GWS94WX9","type":"book","title":"Local Histories/Global Designs: Essays on the Coloniality of Power, Subaltern Knowledges and Border Thinking","authors":[{"last":"Mignolo","first":"W"}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"Princeton University Press","volume":"","issue":"","pages":"","place":"Princeton, NJ","publisher":"Princeton University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Mignolo, W. (2000). Local Histories/Global Designs: Essays on the Coloniality of Power, Subaltern Knowledges and Border Thinking. Princeton, NJ: Princeton University Press.","cites":[],"citedBy":["3IK93XEB","EHUYCSJC","HKMAGX8I","LS5EI9QZ","MZXWLSFT","NW5UHYBI","S4N58IIR","UHK3Z89M"],"link":null},{"key":"HX5KVLF6","type":"book","title":"Linguistic Imperialism","authors":[{"last":"Phillipson","first":"R"}],"editors":[],"year":"1992","date":"1992-00-00 1992","venue":"Oxford University Press, Oxford","volume":"","issue":"","pages":"","place":"","publisher":"Oxford University Press, Oxford","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press, Oxford. —— (2003). English-Only Europe? Challenging Language Policy. Routledge, London.","cites":[],"citedBy":["BSUKJY3G","CPYK44UV","EHUYCSJC","IZ9M54S5","MMAGS46K","RQL6E9LI","SZP4YW7P","ZEUIJ42F"],"link":null},{"key":"8VY2V4H3","type":"journalArticle","title":"Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry","authors":[{"last":"Poza","first":"Luis"}],"editors":[],"year":"2017","date":"2017-02-11 2017-2-11","venue":"Berkeley Review of Education","volume":"6","issue":"2","pages":"","place":"","publisher":"","edition":"","doi":"10.5070/B86110060","isbn":"","url":"https://escholarship.org/uc/item/8k26h2tp","language":"","abstract":"The term translanguaging has appeared with growing frequency in research about the education of linguistic minority students. Amid increasing application of the term, concern emerges regarding the consistency of its definitions and characterizations, specifically with respect to the term’s social justice implications, which risk dilution. Early instances (García, 2007, 2009a) position the term as both a pedagogical strategy for supporting multilingual learners and a critique of existing conceptualizations of language and bilingualism that have historically marginalized particular speech communities. In this review of recent literature, I analyze 53 texts published between 1996 and 2014 for their definitions, exemplifications, and attributed implications of translanguaging, as an ontological perspective on language and as a set of teaching practices. In the review, I find that although the term has largely maintained its sociolinguistic critique, its ties to critical pedagogy appear only sporadically. I close this review by proposing avenues for new research.","tags":[],"cited":8,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","8P3JFMRZ","I3XJ33BZ","LRDK6HC9","LS5EI9QZ","RPZWWINA","WMRY9PIB"],"link":{"href":"https://doi.org/10.5070/B86110060","label":"doi.org"}},{"key":"F4KQJU3Z","type":"journalArticle","title":"Unsettling race and language: Toward a raciolinguistic perspective","authors":[{"last":"Rosa","first":"Jonathan"},{"last":"Flores","first":"Nelson"}],"editors":[],"year":"2017","date":"2017-11-00 11/2017","venue":"Language in Society","volume":"46","issue":"5","pages":"621-647","place":"","publisher":"","edition":"","doi":"10.1017/S0047404517000562","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S0047404517000562/type/journal_article","language":"en","abstract":"Abstract\n            \n              This article presents what we term a\n              raciolinguistic perspective\n              , which theorizes the historical and contemporary co-naturalization of language and race. Rather than taking for granted existing categories for parsing and classifying race and language, we seek to understand how and why these categories have been co-naturalized, and to imagine their denaturalization as part of a broader structural project of contesting white supremacy. We explore five key components of a raciolinguistic perspective: (i) historical and contemporary colonial co-naturalizations of race and language; (ii) perceptions of racial and linguistic difference; (iii) regimentations of racial and linguistic categories; (iv) racial and linguistic intersections and assemblages; and (v) contestations of racial and linguistic power formations. These foci reflect our investment in developing a careful theorization of various forms of racial and linguistic inequality on the one hand, and our commitment to the imagination and creation of more just societies on the other. (Race, language ideologies, colonialism, governmentality, enregisterment, structural inequality)*","tags":[],"cited":8,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","JYNCYHVX","LPQURRBB","LS5EI9QZ","MZXWLSFT","UHK3Z89M","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1017/S0047404517000562","label":"doi.org"}},{"key":"8V939F45","type":"journalArticle","title":"Orientations in Language Planning","authors":[{"last":"Ruíz","first":"Richard"}],"editors":[],"year":"1984","date":"1984-01-00 01/1984","venue":"NABE Journal","volume":"8","issue":"2","pages":"15-34","place":"","publisher":"","edition":"","doi":"10.1080/08855072.1984.10668464","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/08855072.1984.10668464","language":"en","abstract":"Basic orientations toward language and its role in society influence the nature of language planning efforts in any particular context. Three such orientations are proposed in this paper language-as-problem, language-as-right, and language-as-resource. The first two currently compete for predominance in the international literature. While problem-solving has been the main activity of language planners from early on (language planning being an early and important aspect of social planning in ‘development’ contexts), rights-affirmation has gained in importance with the renewed emphasis on the protection of minority groups. The third orientation has received much less attention; it is proposed as vital to the interest of language planning in the United States. Bilingual education is considered in the framework of these orientations. Many of the problems of bilingual education programs in the United States arise because of the hostility and divisiveness inherent in the problem- and rights-orientations which generally underlie them. The development and elaboration of a language-resource orientation is seen as important for the integration of bilingual education into a responsible language policy for the United States.","tags":[],"cited":8,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","CPYK44UV","EHUYCSJC","I3XJ33BZ","SZP4YW7P","WMRY9PIB","YTJ3WPM2","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1080/08855072.1984.10668464","label":"doi.org"}},{"key":"7GWSA8XB","type":"bookSection","title":"Multimodal discourse analysis as the confluence of discourse and technology","authors":[{"last":"Scollon","first":"R"},{"last":"LeVine","first":"P"}],"editors":[{"last":"LeVine","first":"P"},{"last":"Scollon","first":"R"}],"year":"2004","date":"2004-00-00 2004","venue":"Discourse & technology: Multimodal discourse analysis","volume":"","issue":"","pages":"1-6","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Scollon, R., & LeVine, P. (2004). Multimodal discourse analysis as the confluence of discourse and technology. In P. LeVine, & R. Scollon (Eds.), Discourse & technology: Multimodal discourse analysis (pp. 1-6). Washingto","cites":[],"citedBy":["36Z4BGGR","39G77H6D","3AYZB73Q","BIW2T525","JS9DFKMQ","U2RPB87S"],"link":null},{"key":"7XTXBX5M","type":"book","title":"Literacy in theory and practice","authors":[{"last":"Street","first":"B. V"}],"editors":[],"year":"1984","date":"1984-00-00 1984","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"New York, NY","publisher":"Cambridge University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Street, B. V. (1984). Literacy in theory and practice. New York, NY: Cambridge University Press.","cites":[],"citedBy":["94HRUTE6","CPYK44UV","IA2Z7QRP","IZ9M54S5","J9SRYLHF","JTKPPTBQ","SZP4YW7P","ZEMQR5GJ"],"link":null},{"key":"PTKSUK27","type":"journalArticle","title":"Translanguaging and the Writing of Bilingual Learners","authors":[{"last":"Velasco","first":"Patricia"},{"last":"García","first":"Ofelia"}],"editors":[],"year":"2014","date":"2014-01-02 2014-01-02","venue":"Bilingual Research Journal","volume":"37","issue":"1","pages":"6-23","place":"","publisher":"","edition":"","doi":"10.1080/15235882.2014.893270","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/15235882.2014.893270","language":"en","abstract":"This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes five written texts produced by young bilingual writers in which translanguaging is used in the planning, drafting, and production stages of writing. It analyzes how and why translanguaging is used, as well as the effect it has in the development of writing and of voice. Translanguaging in writing is here proposed more as a self-regulating mechanism in which bilingual students can engage, rather than a pedagogy to be used in the teaching of writing itself. That is, the objective of this writing is not translanguaging itself, but the writing in one or the other constructed academic language that is the object of learning in school. Yet, the article makes it clear that even to develop the monolingual voice in writing that schools—and even bilingual schools—expect, a translanguaging approach has the most potential.","tags":[],"cited":8,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6QX932AH","BSUKJY3G","HIUKBZ79","I3XJ33BZ","LRDK6HC9","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/15235882.2014.893270","label":"doi.org"}},{"key":"NCCJV6T2","type":"book","title":"Growing up bilingual: Puerto Rican children in New York","authors":[{"last":"Zentella","first":"A. C"}],"editors":[],"year":"1997","date":"1997-00-00 1997","venue":"Blackwell Publishers","volume":"","issue":"","pages":"","place":"Malden, MA","publisher":"Blackwell Publishers","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":8,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Malden, MA: Blackwell Publishers.","cites":[],"citedBy":["CPYK44UV","IA2Z7QRP","LRDK6HC9","Q6GDRPSJ","RPZWWINA","SZP4YW7P","YGLP4JSZ","ZJ6YREQY"],"link":null},{"key":"Y5YZAPVE","type":"journalArticle","title":"Spaces of multilingualism","authors":[{"last":"Blommaert","first":"Jan"},{"last":"Collins","first":"James"},{"last":"Slembrouck","first":"Stef"}],"editors":[],"year":"2005","date":"2005-07-00 7/2005","venue":"Language & Communication","volume":"25","issue":"3","pages":"197-216","place":"","publisher":"","edition":"","doi":"10.1016/j.langcom.2005.05.002","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S027153090500025X","language":"en","abstract":"","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8CAR8W94","BSUKJY3G","EHUYCSJC","IZ9M54S5","JTKPPTBQ","MMAGS46K","U2MZZYMC","VCQDC8X5"],"link":{"href":"https://doi.org/10.1016/j.langcom.2005.05.002","label":"doi.org"}},{"key":"9PVF97GN","type":"journalArticle","title":"The Linguistic Repertoire Revisited","authors":[{"last":"Busch","first":"B."}],"editors":[],"year":"2012","date":"2012-12-01 2012-12-01","venue":"Applied Linguistics","volume":"33","issue":"5","pages":"503-523","place":"","publisher":"","edition":"","doi":"10.1093/applin/ams056","isbn":"","url":"https://academic.oup.com/applij/article-lookup/doi/10.1093/applin/ams056","language":"en","abstract":"This article argues for the relevance of poststructuralist approaches to the notion of a linguistic repertoire and introduces the notion of language portraits as a basis for empirical study of the way in which speakers conceive and represent their heteroglossic repertoires. The first part of the article revisits Gumperz’s notion of a linguistic repertoire, and then considers the challenge to the concept represented by the conditions of super-diversity. It then argues that poststructuralist approaches, exemplified in the work of Jacques Derrida and Judith Butler, add an exploration of previously neglected factors such as the power of categories or the significance of desire in language. In the second part, this article considers a novel methodological approach to studying linguistic repertoires: a multimodal, biographical approach using a language portrait, which involves a close reading of the visual and verbal representation of linguistic experience and linguistic resources. The final part of the article discusses how a poststructuralist approach can contribute to expanding the notion of ‘repertoire’.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","BSUKJY3G","EHUYCSJC","LPQURRBB","LS5EI9QZ","ZEMQR5GJ"],"link":{"href":"https://doi.org/10.1093/applin/ams056","label":"doi.org"}},{"key":"ATFWRF8A","type":"bookSection","title":"Introduction: The nexus of migration and language","authors":[{"last":"Canagarajah","first":"Suresh"}],"editors":[{"last":"Canagarajah","first":"Suresh"}],"year":"2017","date":"2017-02-03 2017-2-3","venue":"The Routledge Handbook of Migration and Language","volume":"","issue":"","pages":"1-28","place":"","publisher":"Routledge","edition":"1","doi":"10.4324/9781315754512-1","isbn":"978-1-315-75451-2","url":"https://www.taylorfrancis.com/books/9781317624349/chapters/10.4324/9781315754512-1","language":"en","abstract":"This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book explores the interface between language and human mobility, which is gaining considerable geopolitical significance and generating scholarly inquiry. It examines how basic constructs such as community, place, language, diversity, identity, nation-state, and social stratification are being retheorized in the context of human mobility. There are many shaping and constraining influences on the conversational interaction or text from outside the immediate participants and interaction. The book considers diverse trajectories and flows of human mobility in relation to language. It explains emergent research methods for studying language and mobility. The book deals with policy implications as they pertain to language and mobility. It also examines the implications of mobility for education and pedagogy in diverse levels of learning. The book brings together international applied linguists with affiliations in diverse universities around the world and homes in different academic departments.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","LS5EI9QZ","S4N58IIR","UCVERERJ","ZEUIJ42F"],"link":{"href":"https://doi.org/10.4324/9781315754512-1","label":"doi.org"}},{"key":"GCQFRQZ2","type":"book","title":"Towards Multilingual Education: Basque Educational Research from an International Perspective","authors":[{"last":"Cenoz","first":"Jasone"}],"editors":[],"year":"2009","date":"2009-12-31 2009-12-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781847691941","isbn":"978-1-84769-194-1","url":"https://www.degruyter.com/document/doi/10.21832/9781847691941/html","language":"","abstract":"This volume focuses on research in bilingual and multilingual education. It discusses the results of research conducted in different multilingual educational contexts and particularly in Basque schools and universities where Basque, Spanish and English are used as subjects and as languages of instruction.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","BGX8JQ75","BSUKJY3G","EHUYCSJC","MZXWLSFT","QE6LMK43"],"link":{"href":"https://doi.org/10.21832/9781847691941","label":"doi.org"}},{"key":"25M4S24R","type":"book","title":"The Multilingual Turn in Languages Education: Opportunities and Challenges","authors":[{"last":"Conteh","first":"J"},{"last":"Meier","first":"G"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Bristol, UK","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":7,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Conteh, J. and Meier, G. (ed.) (2014). The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol, UK: Multilingual Matters.","cites":[],"citedBy":["3H5HEYDC","6FMEZLMB","BGX8JQ75","BSUKJY3G","HIUKBZ79","LS5EI9QZ","RPZWWINA"],"link":null},{"key":"A4LE6JX6","type":"journalArticle","title":"Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship","authors":[{"last":"Creese","first":"Angela"},{"last":"Blackledge","first":"Adrian"}],"editors":[],"year":"2011","date":"2011-04-00 04/2011","venue":"Journal of Pragmatics","volume":"43","issue":"5","pages":"1196-1208","place":"","publisher":"","edition":"","doi":"10.1016/j.pragma.2010.10.006","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0378216610003243","language":"en","abstract":"","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6QX932AH","8MUBE9VL","FXWU4ZMR","LS5EI9QZ","MMAGS46K","ZEMQR5GJ"],"link":{"href":"https://doi.org/10.1016/j.pragma.2010.10.006","label":"doi.org"}},{"key":"JCA2TKD4","type":"journalArticle","title":"Silencing the Subaltern: Nation-State/Colonial Governmentality and Bilingual Education in the United States","authors":[{"last":"Flores","first":"Nelson"}],"editors":[],"year":"2013","date":"2013-10-00 10/2013","venue":"Critical Inquiry in Language Studies","volume":"10","issue":"4","pages":"263-287","place":"","publisher":"","edition":"","doi":"10.1080/15427587.2013.846210","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/15427587.2013.846210","language":"en","abstract":"This article introduces the concept of nation-state/colonial governmentality as a framework for analyzing the ways current language ideologies marginalize the language practices of subaltern populations. Specifically, the article focuses on the innate limitations of re-appropriating nation-state/colonial governmentality in an attempt to advocate for the subaltern. It offers the case of bilingual education in the United States to demonstrate this point. It argues that although the struggle for bilingual education in the United States re-appropriated nation-state/colonial governmentality in ways that advocated for language-minoritized populations, this re-appropriation was eventually reincorporated into hegemonic language ideologies that continue to reproduce colonial relations of power that erase the fluid language practices of language-minoritized students. The article ends with some recommendations for moving toward a language ideology that allows subaltern voices to be heard outside of colonial relations of power.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8P3JFMRZ","HQFR9JPG","LS5EI9QZ","MZXWLSFT","S4N58IIR","Z7G3375I","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1080/15427587.2013.846210","label":"doi.org"}},{"key":"V722DMU4","type":"bookSection","title":"Languaging and ethnifying","authors":[{"last":"García","first":"O"}],"editors":[{"last":"Fishman","first":"J"},{"last":"García","first":"O"}],"year":"2010","date":"2010-00-00 2010","venue":"Handbook of language and ethnicity: Disciplinary and regional perspectives (Vol. 1, 2nd ed","volume":"","issue":"","pages":"519-535","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":7,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"García, O. (2010). Languaging and ethnifying. In J. Fishman & O. García (Eds.), Handbook of language and ethnicity: Disciplinary and regional perspectives (Vol. 1, 2nd ed., pp. 519–535). New York: Oxford University Press","cites":[],"citedBy":["3H5HEYDC","7KQ3YA6E","8P3JFMRZ","BSUKJY3G","EHUYCSJC","I3XJ33BZ","IA2Z7QRP"],"link":null},{"key":"DHMLPH6S","type":"journalArticle","title":"Heritage/Community Language Education: US and Australian Perspectives","authors":[{"last":"Hornberger","first":"Nancy H."}],"editors":[],"year":"2005","date":"2005-03-15 2005-03-15","venue":"International Journal of Bilingual Education and Bilingualism","volume":"8","issue":"2-3","pages":"101-108","place":"","publisher":"","edition":"","doi":"10.1080/13670050508668599","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/13670050508668599","language":"en","abstract":"Copyright Multilingual Matters. Reprinted from International Journal of Bilingual Education and Bilingualism, Volume 8, Issue 2&3, 2005, pages 101-108.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","IT8JQS5W","L8DAV8AZ","LRDK6HC9","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/13670050508668599","label":"doi.org"}},{"key":"A9FRJHXF","type":"journalArticle","title":"Translanguaging as a vehicle for epistemic access: cases for reading comprehension and multilingual interactions","authors":[{"last":"Makalela","first":"Leketi"}],"editors":[],"year":"2015","date":"2015-05-22 2015-05-22","venue":"Per Linguam","volume":"31","issue":"1","pages":"15","place":"","publisher":"","edition":"","doi":"10.5785/31-1-628","isbn":"","url":"http://perlinguam.journals.ac.za/pub/article/view/628","language":"","abstract":"African multilingualism has always been construed from a monoglossic (i.e., one language at a time) lens despite the pretensions of plural language policies in Sub-Saharan Africa. The study reported in this paper explored the efficacy of alternating languages of input and output in the same lessons in order to offset linguistic fixity that is often experienced in monolingual classrooms. I present two case studies of translanguaging practices, one at an institution of higher learning and another in the intermediate phase (primary school). The results from these cases show that the use of more than one language by multilingual learners in classroom settings provides cognitive and social advantages for them. Using what I refer to as the ubuntu translanguaging model, I make a case that fuzziness and blurring of boundaries between languages in the translanguaging classes are (i) necessary and relevant features of the 21st century to enhance epistemic access for speakers in complex multilingual spaces, and that they are (ii) indexical to the pre-colonial African value system of ubuntu. Useful recommendations for classroom applications and further research are considered at the end of the paper.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","LPQURRBB","LS5EI9QZ","NW5UHYBI","RQL6E9LI","UHK3Z89M"],"link":{"href":"https://doi.org/10.5785/31-1-628","label":"doi.org"}},{"key":"9AEWQGM5","type":"book","title":"English Learners Left Behind: Standardized Testing as Language Policy","authors":[{"last":"Menken","first":"Kate"}],"editors":[],"year":"2008","date":"2008-12-31 2008-12-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781853599996","isbn":"978-1-85359-999-6","url":"https://www.degruyter.com/document/doi/10.21832/9781853599996/html","language":"","abstract":"This book explores how high-stakes tests mandated by No Child Left Behind have become de facto language policy in U.S. schools, detailing how testing has shaped curriculum and instruction, and the myriad ways that tests are now a defining force in the daily lives of English Language Learners and the educators who serve them.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8P3JFMRZ","AGFSLU69","I3XJ33BZ","IT8JQS5W","LS5EI9QZ","SZP4YW7P","YTJ3WPM2"],"link":{"href":"https://doi.org/10.21832/9781853599996","label":"doi.org"}},{"key":"DXL4ITNS","type":"journalArticle","title":"A translanguaging view of the linguistic system of bilinguals","authors":[{"last":"Otheguy","first":"Ricardo"},{"last":"García","first":"Ofelia"},{"last":"Reid","first":"Wallis"}],"editors":[],"year":"2019","date":"2019-11-26 2019-11-26","venue":"Applied Linguistics Review","volume":"10","issue":"4","pages":"625-651","place":"","publisher":"","edition":"","doi":"10.1515/applirev-2018-0020","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/applirev-2018-0020/html","language":"en","abstract":"Abstract\n            \n              Two conceptions of the linguistic system of bilinguals are in contention. The\n              translanguaging\n              approach supports what we call a\n              unitary\n              view, arguing that bilingualism and multilingualism, despite their importance as sociocultural concepts, have no correspondence in a dual or multiple linguistic system. In our view, the myriad lexical and structural features mastered by bilinguals occupy a cognitive terrain that is not fenced off into anything like the two areas suggested by the two socially named languages. But a strong critique of this view by Jeff MacSwan adopts the familiar position that, while allowing for some overlap, the competence of bilinguals involves language specific internal differentiation. According to this view, which we have called the\n              dual correspondence theory\n              , bilinguals possess two separate linguistic systems whose boundaries coincide with those of the two named languages. Several interdisciplinary considerations point to the lack of initial plausibility of the dual correspondence theory. And the main argument offered by MacSwan in defense of the theory, namely restrictions on code switching, lacks descriptive adequacy and theoretical coherence. The dual correspondence theory has had pernicious effects in educational practices. A much healthier educational climate is created by teachers who adopt the unitary view sponsored by translanguaging.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","EHUYCSJC","LS5EI9QZ","RQL6E9LI","UHK3Z89M","WMRY9PIB"],"link":{"href":"https://doi.org/10.1515/applirev-2018-0020","label":"doi.org"}},{"key":"LW8ST37L","type":"journalArticle","title":"Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice","authors":[{"last":"Paris","first":"Django"}],"editors":[],"year":"2012","date":"2012-04-00 04/2012","venue":"Educational Researcher","volume":"41","issue":"3","pages":"93-97","place":"","publisher":"","edition":"","doi":"10.3102/0013189X12441244","isbn":"","url":"https://journals.sagepub.com/doi/10.3102/0013189X12441244","language":"en","abstract":"Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article “Toward a Theory of Culturally Relevant Pedagogy,” giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. Recently, however, I have begun to question if the terms “relevant” and “responsive” are really descriptive of much of the teaching and research founded upon them and, more importantly, if they go far enough in their orientation to the languages and literacies and other cultural practices of communities marginalized by systemic inequalities to ensure the valuing and maintenance of our multiethnic and multilingual society. In this essay, I offer the term and stance of culturally sustaining pedagogy as an alternative that, I believe, embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling. In the face of current policies and practices that have the explicit goal of creating a monocultural and monolingual society, research and practice need equally explicit resistances that embrace cultural pluralism and cultural equality.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8P3JFMRZ","IA2Z7QRP","LS5EI9QZ","Q6GDRPSJ","WMRY9PIB","YTJ3WPM2","ZJ6YREQY"],"link":{"href":"https://doi.org/10.3102/0013189X12441244","label":"doi.org"}},{"key":"IQCD8Y7L","type":"book","title":"Culturally Sustaining Pedagogy: Teaching and Learning for Justice in a Changing World","authors":[{"last":"Paris","first":"Django"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"Teachers College Press","volume":"","issue":"","pages":"","place":"New York, NY","publisher":"Teachers College Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":7,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Paris, Django, and H. Samy Alim, eds. 2017. Culturally Sustaining Pedagogy: Teaching and Learning for Justice in a Changing World. New York, NY: Teachers College Press.","cites":[],"citedBy":["3H5HEYDC","8P3JFMRZ","FXWU4ZMR","LS5EI9QZ","PLXI6NI5","WMRY9PIB","YTJ3WPM2"],"link":null},{"key":"R573KLWQ","type":"journalArticle","title":"Arts of the Contact Zone","authors":[{"last":"Pratt","first":"M.L"}],"editors":[],"year":"1991","date":"1991-00-00 1991","venue":"Profession","volume":"","issue":"","pages":"33-40","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":7,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Pratt, M.L. (1991). “Arts of the Contact Zone.” Profession. Association of Departments of English Bulletin 91, 33–40. Profile on Language Education Policy: Ireland (2008). Council of Europe, Strasbourg.","cites":[],"citedBy":["8P3JFMRZ","BSUKJY3G","BW99NC43","LS5EI9QZ","RPZWWINA","SZP4YW7P","U2RPB87S"],"link":null},{"key":"7EEICET3","type":"book","title":"Communicating beyond Language: Everyday Encounters with Diversity","authors":[{"last":"Rymes","first":"B"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"Routledge","volume":"","issue":"","pages":"","place":"New York","publisher":"Routledge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":7,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Rymes, B. (2014). Communicating beyond language. Everyday encounters with diversity. London: Routledge.","cites":[],"citedBy":["3AYZB73Q","BSUKJY3G","G3MKL6QV","HQ7RRSLV","LS5EI9QZ"],"link":null},{"key":"HYYYRRX2","type":"journalArticle","title":"First-Order Languaging Dynamics and Second-Order Language: The Distributed Language View","authors":[{"last":"Thibault","first":"Paul J."}],"editors":[],"year":"2011","date":"2011-07-25 2011-07-25","venue":"Ecological Psychology","volume":"23","issue":"3","pages":"210-245","place":"","publisher":"","edition":"","doi":"10.1080/10407413.2011.591274","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/10407413.2011.591274","language":"en","abstract":"This article articulates some aspects of an emerging perspective shift on language: the distributed view. According to this view, languaging behavior and its organization is irreducible to the formal abstracta that have characterized the focus on a de Saussure-type system of formal regularities in mainstream linguistics over the past century. Language, in the distributed view, is a radically heterogeneous phenomenon that is spread across diverse spatiotemporal scales ranging from the neural to the cultural. It is not localizable on any one of them, but it involves complex interactions between phenomena on many different scales. A crucial distinction is thus presented and explained, viz. first-order languaging and second-order language. The former is grounded in the intrinsic expressivity and interactivity of human bodies-in-interaction. Second-order patterns emanate from the cultural dynamics of an entire population of interacting agents on longer, slower cultural-historical time-scales. The article also engages in a dialogue with Gibson's (1966/1983, 1979/1986) ecological theory of perception-action. An analysis of a video-recorded interaction illustrates some aspects of the integration of scales involved in the whole-body sense-making that is talk.","tags":[],"cited":7,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["36Z4BGGR","39G77H6D","7KQ3YA6E","BSUKJY3G","LS5EI9QZ","MMAGS46K","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/10407413.2011.591274","label":"doi.org"}},{"key":"I7NXKYZK","type":"book","title":"Borderlands/La Frontera: The New Mestiza","authors":[{"last":"Anzaldúa","first":"Gloria"}],"editors":[],"year":"1987","date":"1987-00-00 1987","venue":"Aunt Lute Books","volume":"","issue":"","pages":"","place":"San Francisco","publisher":"Aunt Lute Books","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Anzaldúa, Gloria. 1987. Borderlands/La Frontera: The New Mestiza. San Francisco: Aunt Lute Books. Araújo e Sá, Maria Helena, and Silvia Melo-Pfeifer. 2009. “Online Plurilingual Interaction in the Development of Language","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","FZBZJVSC","LS5EI9QZ","MZXWLSFT","PLXI6NI5","SZP4YW7P"],"link":null},{"key":"2F9NYAVU","type":"journalArticle","title":"From codeswitching via language mixing to fused lects: Toward a dynamic typology of bilingual speech","authors":[{"last":"Auer","first":"Peter"}],"editors":[],"year":"1999","date":"1999-12-00 12/1999","venue":"International Journal of Bilingualism","volume":"3","issue":"4","pages":"309-332","place":"","publisher":"","edition":"","doi":"10.1177/13670069990030040101","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/13670069990030040101","language":"en","abstract":"A continuum of language alternation phenomena is discussed which spans out between the prototypes labelled codeswitching (CS),language mixing(LM),and fused lects (FLs), with CS and FLs representing the polar extremes of the continuum and LM a point in between. In addition, an interpretation of this continuum is suggested according to which the transition CS-LM-FL can be understood as a case of structural sedimentation.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","J9SRYLHF","JTKPPTBQ","RQL6E9LI","WX4KMGDW","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1177/13670069990030040101","label":"doi.org"}},{"key":"P5ESHS65","type":"bookSection","title":"Heteroglossia and Boundaries","authors":[{"last":"Bailey","first":"Benjamin"}],"editors":[{"last":"Heller","first":"Monica"}],"year":"2007","date":"2007-00-00 2007","venue":"Bilingualism: A Social Approach","volume":"","issue":"","pages":"257-274","place":"London","publisher":"Palgrave Macmillan UK","edition":"","doi":"10.1057/9780230596047_12","isbn":"978-1-4039-9678-7","url":"http://link.springer.com/10.1057/9780230596047_12","language":"en","abstract":"Language is the primary semiotic tool for representing and negotiating social reality, and it is thus at the centre of social and political life. Among its myriad social and political functions is to position speakers relative to a wide variety of phenomena including co-present interlocutors, the activities in which speakers are engaged, and various dimensions of the wider world, including social identity categories and their relative value. To speak is thus to position oneself in the social world, i.e. to engage in identity practices (cf. Le Page and Tabouret-Keller 1985). These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","L8DAV8AZ","MZXWLSFT","RQL6E9LI","VCQDC8X5","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1057/9780230596047_12","label":"doi.org"}},{"key":"L5YXSDVU","type":"bookSection","title":"Language in particular: a lecture","authors":[{"last":"Becker","first":"A.L"}],"editors":[],"year":"1988","date":"1988-00-00 1988","venue":"In: Tannen, D. (Ed.), Linguistics in Context. Ablex, Norwood, NJ","volume":"","issue":"","pages":"405-426","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Becker, A.L., 1988. Language in particular: a lecture. In: Tannen, D. (Ed.), Linguistics in Context. Ablex, Norwood, NJ, pp. 405–426. J. Jaspers / Language & Communication 58 (2018) 1–10","cites":[],"citedBy":["5AC5J23X","8CAR8W94","HJB7RNNX","HKMAGX8I","HQFR9JPG"],"link":null},{"key":"EF3YZT8E","type":"journalArticle","title":"Language and languaging","authors":[{"last":"Becker","first":"A.L."}],"editors":[],"year":"1991","date":"1991-01-00 1/1991","venue":"Language & Communication","volume":"11","issue":"1-2","pages":"33-35","place":"","publisher":"","edition":"","doi":"10.1016/0271-5309(91)90013-L","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/027153099190013L","language":"en","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["39G77H6D","8CAR8W94","HJB7RNNX","LS5EI9QZ","U2MZZYMC","VCQDC8X5"],"link":{"href":"https://doi.org/10.1016/0271-5309(91)90013-L","label":"doi.org"}},{"key":"C3368684","type":"book","title":"The Location of Culture","authors":[{"last":"Bhabha","first":"H. K"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"","volume":"","issue":"","pages":"","place":"London","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Bhabha, H. K. (1994). Interrogating identity: Frantz Fanon and the postcolonial prerogative. The Location of Culture, 40.","cites":[],"citedBy":["3H5HEYDC","3IK93XEB","BSUKJY3G","EHUYCSJC","HQFR9JPG","LS5EI9QZ","QNUBRZ3H","WMRY9PIB"],"link":null},{"key":"JB4SYFUA","type":"book","title":"Enoughness, accent and light communities: Essays on contemporary identities","authors":[{"last":"Blommaert","first":"J"},{"last":"Varis","first":"P"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"Tilburg Papers in Culture Studies, Paper, 139, 1–72","volume":"","issue":"","pages":"","place":"","publisher":"Tilburg Papers in Culture Studies, Paper, 139, 1–72","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Blommaert, J. & Varis, P. (2015). Enoughness, accent and light communities: Essays on contemporary identities. Tilburg Papers in Culture Studies, Paper, 139, 1–72. Retrieved September 04, 2022, from https://pure.uvt.nl/w","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","G3MKL6QV","HQ7RRSLV","LS5EI9QZ"],"link":null},{"key":"YJLPVDWH","type":"book","title":"Resisting Linguistic Imperialism in English Teaching","authors":[{"last":"Canagarajah","first":"S"}],"editors":[],"year":"1999","date":"1999-00-00 1999","venue":"Oxford University Press, Oxford","volume":"","issue":"","pages":"","place":"","publisher":"Oxford University Press, Oxford","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Canagarajah, S. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford University Press, Oxford. —— (2005a). “Accommodating Tensions in Language-in-Education Policies: An Afterword.” In A.M.Y. Lin and P. Ma","cites":[],"citedBy":["3IK93XEB","HIUKBZ79","IZ9M54S5","Q6GDRPSJ","RPZWWINA","SZP4YW7P"],"link":null},{"key":"6V3LICYP","type":"journalArticle","title":"The unit and focus of analysis in lingua franca English interactions: in search of a method","authors":[{"last":"Canagarajah","first":"Suresh"}],"editors":[],"year":"2018","date":"2018-10-03 2018-10-03","venue":"International Journal of Bilingual Education and Bilingualism","volume":"21","issue":"7","pages":"805-824","place":"","publisher":"","edition":"","doi":"10.1080/13670050.2018.1474850","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13670050.2018.1474850","language":"en","abstract":"The dominant analytical approaches to Lingua Franca English interactions are largely influenced by a structuralist orientation that prioritizes verbal resources in localized face-to-face contexts. This article argues that recent developments in globalization, mobility, and digital communication call for a more complex orientation to the focus and unit of analysis. Researchers should consider how more expansive and layered scales of time and space mediate and shape interactions. Also, semiotic, material, and multimodal resources beyond words should be treated as part of the data. The article demonstrates the implications for expanding the focus and unit of analysis by illustrating from a study of workplace communication in an English-dominant country.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","BSUKJY3G","EHUYCSJC","LPQURRBB","LS5EI9QZ","QKEW8S7I","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/13670050.2018.1474850","label":"doi.org"}},{"key":"3HS2YP7F","type":"book","title":"Linguistic Ethnography: Collecting, Analysing and Presenting Data","authors":[{"last":"Copland","first":"Fiona"},{"last":"Creese","first":"Angela"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"SAGE Publications Ltd","volume":"","issue":"","pages":"","place":"1 Oliver’s Yard, 55 City Road London EC1Y 1SP","publisher":"SAGE Publications Ltd","edition":"","doi":"10.4135/9781473910607","isbn":"978-1-4462-5738-8","url":"https://methods.sagepub.com/book/linguistic-ethnography","language":"","abstract":"This is an engaging interdisciplinary guide to the unique role of language within ethnography The book provides a philosophical overview of the field alongside practical support for designing and developing your own ethnographic research. It demonstrates how to build and develop arguments and engages with practical issues such as ethics, transcription and impact. There are chapter long case studies based on real research that will explain key themes and help you create and analyse your own linguistic data. Drawing on the authors’ experience they outline the practical, epistemological and theoretical decisions that researchers must take when planning and carrying out their studies. Other key features include: • A clear introduction to discourse analytic traditions • Tips on how to produce effective field notes • Guidance on how to manage interview and conversational data • Advice on writing for different traditions • Annotated suggestions for further reading • Full glossary This book is a master class in understanding linguistic ethnography, it will of interest to anyone conducting field research across the social sciences.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","BW99NC43","LPQURRBB","LS5EI9QZ","U2MZZYMC","U2RPB87S"],"link":{"href":"https://doi.org/10.4135/9781473910607","label":"doi.org"}},{"key":"LNKVBBTF","type":"journalArticle","title":"On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research","authors":[{"last":"Firth","first":"A"},{"last":"Wagner","first":"J. (2007) . \"Second/ foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA.\" f\\llodern Language J01.trnal, 91, 798-817. --"}],"editors":[],"year":"1997","date":"1997-00-00 1997","venue":"The Modern Language Journal","volume":"81","issue":"3","pages":"285-300","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Firth, A. and Wagner, J. (2007) . \"Second/ foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA.\" f\\llodern Language J01.trnal, 91, 798-817. --(1997). \"On discourse, communication,","cites":[],"citedBy":["EHUYCSJC","JTKPPTBQ","MMAGS46K","VCQDC8X5","XMJGD4BA"],"link":null},{"key":"8UJYTP76","type":"book","title":"The decoloniality of language and translanguaging: Latinx knowl‑ edge production","authors":[{"last":"García","first":"O"},{"last":"Alvis","first":"J"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"Journal of Postcolonial Linguistics, 1, 26–40","volume":"","issue":"","pages":"","place":"","publisher":"Journal of Postcolonial Linguistics, 1, 26–40","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"García, O. & Alvis, J. (2019). The decoloniality of language and translanguaging: Latinx knowl‑ edge production. Journal of Postcolonial Linguistics, 1, 26–40. Retrieved August 23, 2021, from https://ofeliagarciadotorg.f","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","HIUKBZ79","LS5EI9QZ","UHK3Z89M","WMRY9PIB"],"link":null},{"key":"PB3RPRFI","type":"bookSection","title":"The hybridity of funds of knowledge","authors":[{"last":"Gonzalez","first":"N"}],"editors":[],"year":"2005","date":"2005-00-00 2005","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Gonzalez, N. (2005). The hybridity of funds of knowledge. In N","cites":[],"citedBy":["3H5HEYDC","6IPNB475","BRK8A5JH","IA2Z7QRP","SZP4YW7P","WMRY9PIB"],"link":null},{"key":"JL6LGG5J","type":"journalArticle","title":"Linguistic and Social Interaction in Two Communities","authors":[{"last":"Gumperz","first":"J.J"}],"editors":[],"year":"1964","date":"1964-00-00 1964","venue":"American Anthropologist","volume":"66","issue":"6","pages":"137-153","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Gumperz, J.J. (1964). Linguistic and social interaction in two communities. American Anthropologist 66 (6) _PART2: 137–­153. https://​doi.​org/​10.​1525/​aa.​1964.​66.​suppl_3.​02a00100. van Harskamp, N. (n.d.). Englishe","cites":[],"citedBy":["BSUKJY3G","IT8JQS5W","LS5EI9QZ","VCQDC8X5","ZEMQR5GJ","ZJ6YREQY"],"link":null},{"key":"5F2VIUFC","type":"journalArticle","title":"Developing a Sociocritical Literacy in the Third Space","authors":[{"last":"Gutierrez","first":"K"}],"editors":[],"year":"2008","date":"2008-00-00 2008","venue":"Reading Research Quarterly","volume":"43","issue":"2","pages":"148-164","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Gutierrez, K. (2008). \"Developing a socioc1itical literacy in the third space.\" Reading Research Quarterly, 43 (2), 148-64. . . . .","cites":[],"citedBy":["3H5HEYDC","7KQ3YA6E","J9SRYLHF","JTKPPTBQ","LRDK6HC9","WMRY9PIB"],"link":null},{"key":"9LZZJII9","type":"book","title":"Sociolinguistics and Language Education","authors":[{"last":"Hornberger","first":"Nancy H."},{"last":"McKay","first":"Sandra Lee"}],"editors":[],"year":"2010","date":"2010-06-17 2010-06-17","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.30945924","isbn":"978-1-84769-284-9","url":"http://www.jstor.org/stable/10.2307/jj.30945924","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["AGFSLU69","IT8JQS5W"],"link":{"href":"https://doi.org/10.2307/jj.30945924","label":"doi.org"}},{"key":"9EGKVFYD","type":"bookSection","title":"Language Ideology and Linguistic Differentiation","authors":[{"last":"Irvine","first":"J"},{"last":"Gal","first":"S"}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"Regimes of Language: Ideologies, Polities, and Identities","volume":"","issue":"","pages":"","place":"Santa Fe","publisher":"School of American Research Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Irvine, J., and Gal, S. (2000). “Language Ideology and Linguistic Differentiation.” In P. Kroskrity (ed.). Regimes of Language: Ideologies, Polities and Identities. School of American Research Press, Santa Fe, NM, pp. 34","cites":[],"citedBy":["3IK93XEB","G8PGLNGA","LS5EI9QZ","MZXWLSFT","SZP4YW7P","VUXHAXTX"],"link":null},{"key":"DAPKDEXE","type":"book","title":"Situated Learning: Legitimate Peripheral Participation","authors":[{"last":"Lave","first":"Jean"},{"last":"Wenger","first":"Etienne"}],"editors":[],"year":"1991","date":"1991-09-27 1991-09-27","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/CBO9780511815355","isbn":"978-0-521-41308-4","url":"https://www.cambridge.org/core/product/identifier/9780511815355/type/book","language":"","abstract":"In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["IZ9M54S5","J9SRYLHF","JYNCYHVX","SZP4YW7P","VCQDC8X5","WMRY9PIB"],"link":{"href":"https://doi.org/10.1017/CBO9780511815355","label":"doi.org"}},{"key":"4GXCFQFL","type":"book","title":"The Production of Space","authors":[{"last":"Lefebvre","first":"H"}],"editors":[],"year":"1991","date":"1991-00-00 1991","venue":"Blackwell","volume":"","issue":"","pages":"","place":"Oxford","publisher":"Blackwell","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Lefebvre, H. (1991). The production of space (D. Nicholson-Smith, Trans.). Oxford: Blackwell. Li Wei. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth","cites":[],"citedBy":["8CAR8W94","BSUKJY3G","G3MKL6QV","HQ7RRSLV","MMAGS46K"],"link":null},{"key":"HFGX9UT4","type":"journalArticle","title":"Bilingualism or Linguistic Segregation? Symbolic Domination, Resistance and Code Switching in Hong Kong Schools","authors":[{"last":"Lin","first":"A. M. Y"}],"editors":[],"year":"1996","date":"1996-00-00 1996","venue":"Linguistics and Education","volume":"8","issue":"1","pages":"49-84","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"checked","printed":"Lin, A. M. Y. (1996). Bilingualism or linguistic segregation? Symbolic domination, resistance and code switching in Hong Kong schools. Linguistics and Education, 8, 49–84. https://doi.org/10.1016/S0898-5898(96)90006-6","cites":[],"citedBy":["7KQ3YA6E","IZ9M54S5","L8DAV8AZ","RQL6E9LI","SZP4YW7P","WMRY9PIB"],"link":null},{"key":"CEP9GY8J","type":"journalArticle","title":"Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions","authors":[{"last":"Martínez-Roldán","first":"Carmen María"}],"editors":[],"year":"2015","date":"2015-01-02 2015-01-02","venue":"International Multilingual Research Journal","volume":"9","issue":"1","pages":"43-58","place":"","publisher":"","edition":"","doi":"10.1080/19313152.2014.982442","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/19313152.2014.982442","language":"en","abstract":"This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the analysis. The author uses the concept of internal contradictions to analyze dilemmas that emerged during the program, as they related to the participants’ language use. Results indicate that participants’ translanguaging practices inadvertently reinforced the hegemony of English, which made English, and concerns regarding testing, the object of the activity for many of the TCs. The author suggests that this tension reflects larger historical contradictions in U.S. schooling for language-minoritized children. Accordingly, she cautions about the use of flexible language policies in bilingual education, which could be used to either stabilize or transgress language hierarchies and inequalities.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6FMEZLMB","MMAGS46K","WMRY9PIB","YTJ3WPM2","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1080/19313152.2014.982442","label":"doi.org"}},{"key":"RLVI5HH5","type":"journalArticle","title":"The long-term impact of subtractive schooling in the educational experiences of secondary English language learners","authors":[{"last":"Menken","first":"Kate"},{"last":"Kleyn","first":"Tatyana"}],"editors":[],"year":"2010","date":"2010-07-00 07/2010","venue":"International Journal of Bilingual Education and Bilingualism","volume":"13","issue":"4","pages":"399-417","place":"","publisher":"","edition":"","doi":"10.1080/13670050903370143","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13670050903370143","language":"en","abstract":"This study examines a lesser-known population of students, called ‘long-term English language learners’ (LTELLs) in the USA, who now comprise one-third of all English language learners in New York City secondary schools. A major finding from our research, which explores the characteristics and educational needs of this student population, is that the students' prior schooling has been subtractive, posing significant challenges for their academic literacy acquisition. Having attended school in the USA for seven years or more, LTELLs have experienced programming that has not provided sufficient opportunities to fully develop their native language literacy skills, in spite of research which states that such opportunities are correlated with school success. LTELLs thus arrive in high school with limited academic literacy in English or their native languages, in spite of their oral bilingualism, posing difficulties for them in all subject areas. As part of a three-year research project, we conducted qualitative research in three New York City high schools. This article draws upon interview data and document analyses to describe the interconnection between the students' schooling experiences, language usage, and current academic challenges. We provide suggestions for how programming can be designed to address the needs of this often overlooked student population.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","8MUBE9VL","8P3JFMRZ","IT8JQS5W","MZXWLSFT","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/13670050903370143","label":"doi.org"}},{"key":"QIDR876V","type":"book","title":"Analyzing Multimodal Interaction: A Methodological Framework","authors":[{"last":"Norris","first":"Sigrid"}],"editors":[],"year":"2004","date":"2004-06-10 2004-6-10","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"0","doi":"10.4324/9780203379493","isbn":"978-0-203-37949-3","url":"https://www.taylorfrancis.com/books/9781134333875","language":"en","abstract":"Our perception of our everyday interactions is shaped by more than what is said. From coffee with friends to interviews, meetings with colleagues and conversations with strangers, we draw on both verbal and non-verbal behaviour to judge and consider our experiences.Analyzing Multimodal Interaction is a practical guide to understanding and investigating the multiple modes of communication, and provides an essential guide for those undertaking field work in a range of disciplines, including linguistics, sociology, education, anthropology and psychology. The book offers a clear methodology to help the reader carry out their own integrative analysis, equipping them with the tools they need to analyze a situation from different points of view. Drawing on research into conversational analysis and non-verbal behaviour such as body movement and gaze, it also considers the role of the material world in our interactions, exploring how we use space and objects - such as our furniture and clothes - to express ourselves. Considering a range of real examples, such as traffic police officers at work, doctor-patient meetings, teachers and students, and friends reading magazines together, the book offers lively demonstrations of multimodal discourse at work.Illustrated throughout and featuring a mini-glossary in each chapter, further reading, and advice on practical issues such as making transcriptions and video and audio recordings, this practical guide is an essential resource for anyone interested in the multiple modes of human interaction.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3AYZB73Q","APQBZZDV","BIW2T525","WMRY9PIB"],"link":{"href":"https://doi.org/10.4324/9780203379493","label":"doi.org"}},{"key":"E9SKJZTN","type":"book","title":"Identity, literacy, and the multilingual classroom","authors":[{"last":"Norton","first":"B"}],"editors":[],"year":"2013","date":"2013-00-00 2013","venue":"Implications for SLA, TESOL, and bilingual education, 103-122","volume":"","issue":"","pages":"","place":"The multilingual turn","publisher":"Implications for SLA, TESOL, and bilingual education, 103-122","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Norton, B. (2013). Identity, literacy, and the multilingual classroom. The multilingual turn: Implications for SLA, TESOL, and bilingual education, 103-122.","cites":[],"citedBy":["HIUKBZ79","JYNCYHVX","LS5EI9QZ","MMAGS46K","Q6GDRPSJ","UHK3Z89M"],"link":null},{"key":"SQPC9Q6Q","type":"book","title":"Crossing: Language and ethnicity among adolescents","authors":[{"last":"Rampton","first":"B"}],"editors":[],"year":"1995","date":"1995-00-00 1995","venue":"Longman","volume":"","issue":"","pages":"","place":"London","publisher":"Longman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Rampton, B. (1995). Crossing: Language and ethnicity among adolescents. London: Longman. 6 Language Maintenance and Shift Within New Linguistic Minorities in Italy…","cites":[],"citedBy":["3H5HEYDC","BIW2T525","BSUKJY3G","LS5EI9QZ","VCQDC8X5"],"link":null},{"key":"3EB89L89","type":"book","title":"Communities of Practice: Learning, Meaning, and Identity","authors":[{"last":"Wenger","first":"Etienne"}],"editors":[],"year":"1998","date":"1998-07-28 1998-07-28","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/CBO9780511803932","isbn":"978-0-521-43017-3","url":"https://www.cambridge.org/core/product/identifier/9780511803932/type/book","language":"","abstract":"This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.","tags":[],"cited":6,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["J9SRYLHF","JYNCYHVX","LRDK6HC9","MMAGS46K","SZP4YW7P","VCYH5R8M"],"link":{"href":"https://doi.org/10.1017/CBO9780511803932","label":"doi.org"}},{"key":"J7D3SITN","type":"journalArticle","title":"Welsh-medium and bilingual teaching in the further education sector","authors":[{"last":"Williams","first":"C"}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"International Journal of Bilingual Education and Bilingualism","volume":"3","issue":"2","pages":"129-148","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":6,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"WILLIAMS, C., 2000, Welsh-medium and bilingual teaching in the further education sector. International Journal of Bilingual Education and Bilingualism 3 (2), 129–148. WONG FILLMORE, L. and VALADEZ, C. 1986, Teaching bili","cites":[],"citedBy":["6CP5JNSZ","8MUBE9VL","CPYK44UV","F4U27E8B","LS5EI9QZ","RQL6E9LI"],"link":null},{"key":"QLV5GGH5","type":"book","title":"Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth","authors":[{"last":"August","first":"D"},{"last":"Shanahan","first":"T. (Eds.)"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"Routledge","volume":"","issue":"","pages":"","place":"New York, us","publisher":"Routledge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. New York, us: Routledge.","cites":[],"citedBy":["8P3JFMRZ","FXWU4ZMR","IZ9M54S5","L8DAV8AZ","SZP4YW7P"],"link":null},{"key":"LNDM3GL5","type":"book","title":"Foundations of bilingual education and bilingualism (6th ed.)","authors":[{"last":"Baker","first":"C"},{"last":"Wright","first":"W. E"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Bristol, England","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism (6th ed.). Bristol, England: Multilingual Matters.","cites":[],"citedBy":["6CP5JNSZ","HIUKBZ79","RQL6E9LI","WMRY9PIB"],"link":null},{"key":"QLGRIVEH","type":"book","title":"Speech Genres and Other Late Essays","authors":[{"last":"Bakhtin","first":"M. M."}],"editors":[{"last":"Emerson","first":"Caryl"},{"last":"Holquist","first":"Michael"}],"year":"1986","date":"1986-12-31 1986-12-31","venue":"University of Texas Press","volume":"","issue":"","pages":"","place":"","publisher":"University of Texas Press","edition":"","doi":"10.7560/720466","isbn":"978-0-292-79256-2","url":"https://www.degruyterbrill.com/document/doi/10.7560/720466/html","language":"","abstract":"Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","HIUKBZ79","J9SRYLHF","L8DAV8AZ","U2MZZYMC"],"link":{"href":"https://doi.org/10.7560/720466","label":"doi.org"}},{"key":"TB8EA3TY","type":"bookSection","title":"Language Education and Multilingualism","authors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"editors":[{"last":"McCarty","first":"Teresa L."},{"last":"May","first":"Stephen"}],"year":"2017","date":"2017-00-00 2017","venue":"Language Policy and Political Issues in Education","volume":"","issue":"","pages":"73-84","place":"Cham","publisher":"Springer International Publishing","edition":"","doi":"10.1007/978-3-319-02344-1_6","isbn":"978-3-319-02343-4","url":"http://link.springer.com/10.1007/978-3-319-02344-1_6","language":"en","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","BIW2T525","BSUKJY3G","EHUYCSJC","LS5EI9QZ","U2RPB87S","UCVERERJ","UHK3Z89M","WMRY9PIB","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1007/978-3-319-02344-1_6","label":"doi.org"}},{"key":"AC4U3BNY","type":"bookSection","title":"Language Education and Multilingualism","authors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"editors":[{"last":"McCarty","first":"Teresa L."},{"last":"May","first":"Stephen"}],"year":"2017","date":"2017-00-00 2017","venue":"Language Policy and Political Issues in Education","volume":"","issue":"","pages":"73-84","place":"Cham","publisher":"Springer International Publishing","edition":"","doi":"10.1007/978-3-319-02344-1_6","isbn":"978-3-319-02343-4","url":"http://link.springer.com/10.1007/978-3-319-02344-1_6","language":"en","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","BIW2T525","BSUKJY3G","EHUYCSJC","LS5EI9QZ","U2RPB87S","UCVERERJ","UHK3Z89M","WMRY9PIB","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1007/978-3-319-02344-1_6","label":"doi.org"}},{"key":"UVD6W7DY","type":"book","title":"Social Meaning in Linguistic Structures: Code-switching in Norway","authors":[{"last":"Blom","first":"J.P"},{"last":"Gumperz","first":"J.J"}],"editors":[],"year":"1972","date":"1972-00-00 1972","venue":"Gumperz and D","volume":"","issue":"","pages":"","place":"","publisher":"Gumperz and D","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Blom, J.P., and Gumperz, J.J. (1972). “Social Meaning in Linguistic Structures: Code-switching in Norway.” In J.J. Gumperz and D. Hymes (eds.). Directions in Sociolinguistics. Holt, Rinehart and Winston, New York, pp. 40","cites":[],"citedBy":["BSUKJY3G","RQL6E9LI","SZP4YW7P","U2MZZYMC","ZJ6YREQY"],"link":null},{"key":"4ZEQPV3D","type":"book","title":"Grassroots Literacy: Writing, Identity and Voice in Central Africa","authors":[{"last":"Blommaert","first":"Jan"}],"editors":[],"year":"2008","date":"2008-06-03 2008-6-3","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"1","doi":"10.4324/9780203895481","isbn":"978-0-203-89548-1","url":"https://www.taylorfrancis.com/books/9780203895481","language":"en","abstract":"What effect has globalization had on our understanding of literacy? Grassroots Literacy seeks to address the relationship between globalization and the widening gap between ‘grassroots’ literacies, or writings from ordinary people and local communities, and ‘elite’ literacies. Displaced from their original context to elite literacy environments in the form of letters, police declarations and pieces of creative writing, ‘grassroots’ literacies are unsurprisingly easily disqualified, either as ‘bad’ forms of literacy, or as messages that fail to be understood. Through close analysis of two unique, handwritten documents from the Democratic Republic of the Congo, Jan Blommaert considers how ‘grassroots’ literacy in the Third World develops outside the literacy-saturated environments of the developed world. In examining these documents produced by socially and economically marginalized writers Blommaert demonstrates how literacy environments should be understood as relatively autonomous systems. Grassroots Literacy will be key reading for students of language and literacy studies as well as an invaluable resource for anyone with an interest in understanding the implications of globalization on local literacy practices.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6IPNB475","IZ9M54S5","JTKPPTBQ","QKEW8S7I"],"link":{"href":"https://doi.org/10.4324/9780203895481","label":"doi.org"}},{"key":"NL9FJ9CX","type":"book","title":"In Other Words: Essays Toward a Reflexive Sociology","authors":[{"last":"Bourdieu","first":"Pierre"}],"editors":[],"year":"1990","date":"1990-08-01 1990-08-01","venue":"Stanford University Press","volume":"","issue":"","pages":"","place":"","publisher":"Stanford University Press","edition":"","doi":"10.1515/9781503621558","isbn":"978-1-5036-2155-8","url":"https://www.degruyter.com/document/doi/10.1515/9781503621558/html","language":"","abstract":"The influence of Pierre Bourdieu—one of the most protean intellectual forces in contemporary French thought—extends far beyond is home discipline of sociological research and thought. His work, presented in over twenty books, lies on the borders of philosophy, anthropology and ethnology, and cultural theory. The present volume consists of diverse individual texts, produced between 1980 and 1986, which take two forms: interviews in which Bourdieu confronts a series of probing and intelligent interviewers, and conference papers that clarify and extend specific areas of his research. Now that Bourdieu's work has achieved wide diffusion and celebrity, this is an appropriate time for this volume, a pause for retrospection and resynthesis, for corrections of misreadings and extension of previous insights, and for projection of the next stages of his work. For this English edition, Bourdieu's celebrated inaugural lecture at the Collège de France, Leçon sur la Leçon, has been added. The texts fall into two fundamental areas. The first area provides an overview of Bourdieu's central concepts, never before clearly explained. The second area clarifies the philosophical presuppositions of Bourdieu's studies and gives an account of his relations with the series of thinkers who formulated the problems in social and cultural theory that still preoccupy us: Kant, Hegel, Marx, Durkheim, Wittgenstein, Weber, Parsons, and Lévi-Strauss. Bourdieu's visions of these figures is personal and penetrating, and in his vivacious, spontaneous responses one sees at work a mode of thought that can in itself be a liberating tool of social analysis. Bourdieu applies to himself the method of analyzing cultural works that he expounds, evoking the space of theoretical possibilities presented to him at different moments of his intellectual itinerary.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3AYZB73Q","IA2Z7QRP","LS5EI9QZ","VCYH5R8M"],"link":{"href":"https://doi.org/10.1515/9781503621558","label":"doi.org"}},{"key":"PAVRTRKC","type":"book","title":"Language and Symbolic Power","authors":[{"last":"Bourdieu","first":"P"}],"editors":[],"year":"1991","date":"1991-00-00 1991","venue":"Harvard University Press, Cambridge, MA","volume":"","issue":"","pages":"","place":"","publisher":"Harvard University Press, Cambridge, MA","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Bourdieu, P. (1991). Language and Symbolic Power. Harvard University Press, Cambridge, MA.","cites":[],"citedBy":["3AYZB73Q","CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"WV9H7JB8","type":"journalArticle","title":"NEGOTIATING THE LOCAL IN ENGLISH AS A LINGUA FRANCA","authors":[{"last":"Canagarajah","first":"A. Suresh"}],"editors":[],"year":"2006","date":"2006-01-00 01/2006","venue":"Annual Review of Applied Linguistics","volume":"26","issue":"","pages":"197-218","place":"","publisher":"","edition":"","doi":"10.1017/S0267190506000109","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S0267190506000109/type/journal_article","language":"en","abstract":"Although there are many studies on the new international norms developing to facilitate communication in English as a lingua franca (ELF), there are limited discussions on the ways local values and identities are negotiated. After reviewing the debates on the place of the local in ELF, this chapter goes on to address the new policy challenges for local communities. Then it reviews studies on the ways local values are represented in oral, written, and digital communication. I finally make a case for developing paradigms based on heterogeneity in applied linguistics to accommodate diversity in successful communication.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","LS5EI9QZ","RPZWWINA","VCQDC8X5","WMRY9PIB"],"link":{"href":"https://doi.org/10.1017/S0267190506000109","label":"doi.org"}},{"key":"8XMWSQSH","type":"book","title":"Translingual Practice: Global Englishes and Cosmopolitan Relations","authors":[{"last":"Canagarajah","first":"Suresh"}],"editors":[],"year":"2012","date":"2012-12-12 2012-12-12","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"0","doi":"10.4324/9780203073889","isbn":"978-0-203-07388-9","url":"https://www.taylorfrancis.com/books/9781135105723","language":"en","abstract":"Winner of the AAAL Book Award 2015Winner of the Modern Language Association's Thirty-Third Mina P. Shaughnessy Prize Winner of the BAAL Book Prize 2014 Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way of looking at the use of English within a global context. Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. Canagarajah argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms. Incisive and groundbreaking, this will be essential reading for anyone interested in multilingualism, world Englishes and intercultural communication.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["I3XJ33BZ","LS5EI9QZ","Q6GDRPSJ","S4N58IIR","U2MZZYMC"],"link":{"href":"https://doi.org/10.4324/9780203073889","label":"doi.org"}},{"key":"B28HW3T2","type":"bookSection","title":"Multilingual students and their writing skills in Basque, Spanish and English","authors":[{"last":"Cenoz","first":"J., Arocena, E"},{"last":"Gorter","first":"D"}],"editors":[],"year":"2013","date":"2013-00-00 2013","venue":"V. Mueller Gathercole, ed., Issues in the Assessment of Bilinguals. Bristol UK: Multilingual","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Cenoz, J., Arocena, E. & Gorter, D. (2013). Multilingual students and their writing skills in Basque, Spanish and English. In V. Mueller Gathercole, ed., Issues in the Assessment of Bilinguals. Bristol UK: Multilingual M","cites":[],"citedBy":["6CP5JNSZ","6FMEZLMB","EHUYCSJC","FXWU4ZMR","RQL6E9LI"],"link":null},{"key":"M75YKNEI","type":"journalArticle","title":"Implementing pedagogical translanguaging in trilingual schools","authors":[{"last":"Cenoz","first":"Jasone"},{"last":"Santos","first":"Alaitz"}],"editors":[],"year":"2020","date":"2020-08-00 08/2020","venue":"System","volume":"92","issue":"","pages":"102273","place":"","publisher":"","edition":"","doi":"10.1016/j.system.2020.102273","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0346251X20302724","language":"en","abstract":"This article reports on a study of primary and secondary school teachers in Basque schools where Basque, Spanish and English are included in the curriculum. Traditionally, the three languages have been taught separately and the possible benefits of using the whole linguistic repertoire to establish links between the languages had not been acknowledged. New trends in multilingual education focusing on the whole linguistic repertoire and translanguaging have provided opportunities to change traditional approaches to teaching and to explore the potential advantages of translanguaging. In this study, a group of teachers from different trilingual schools were provided with theoretical and practical information about translanguaging and were asked to implement pedagogical translanguaging in their own class. Teachers were given a guideline for the implementation and were asked to prepare a lesson plan including activities that involved the use of two or more languages for pedagogical purposes. Then, the teachers taking part in this study used translanguaging for at least one lesson, received feedback from their students and reflected on the implementation. The results of this study show that pedagogical translanguaging can provide new opportunities for language learning and language awareness in the context of multilingual education.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","EHUYCSJC","HIUKBZ79","LS5EI9QZ","RCZDTX8S"],"link":{"href":"https://doi.org/10.1016/j.system.2020.102273","label":"doi.org"}},{"key":"9425KRVM","type":"book","title":"Aspects of the theory of syntax","authors":[{"last":"Chomsky","first":"N"}],"editors":[],"year":"1965","date":"1965-00-00 1965","venue":"Massachusetts Institute of Technology Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Massachusetts Institute of Technology Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: Massachusetts Institute of Technology Press.","cites":[],"citedBy":["39G77H6D","BSUKJY3G","CPYK44UV","VCQDC8X5","ZJ6YREQY"],"link":null},{"key":"MXM7JF3J","type":"journalArticle","title":"Evidence for Multicompetence","authors":[{"last":"Cook","first":"Vivian J."}],"editors":[],"year":"1992","date":"1992-12-00 12/1992","venue":"Language Learning","volume":"42","issue":"4","pages":"557-591","place":"","publisher":"","edition":"","doi":"10.1111/j.1467-1770.1992.tb01044.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1467-1770.1992.tb01044.x","language":"en","abstract":"The term\n              multicompetence\n              describes “the compound state of a mind with two grammars” (Cook, 1991a, p. 112). This paper reviews evidence addressing two questions:\n            \n            1. Do people who know two languages differ from people who know only one in other respects than simply knowledge of an L2? L2 users differ from monolinguals in L1 knowledge; advanced L2 users differ from monolinguals in L2 knowledge; L2 usershave a different metalinguistic awareness from monolinguals; L2 users have different cognitive processes. These subtle differences consistently suggest that people with multicompetence are not simply equivalent to two monolinguals but are a unique combination.\n            2. Do people who know two languages have a merged language system rather than two separate systems? The L1 and L2 share the same mentallexicon; L2 users codeswitch readily; L2 processing cannot be cut off from LI; both languages are stored in the same areas of the brain; L2 proficiency relates to L1 proficiency. This evidence suggests merged systems at some level in some areas, even if some of it is open to other interpretations.\n            A final section discusses more general issues. Much SLA research is biased by adopting the monolingual as a norm rather than the multicompetent speaker. Multicompetence distinguishes diachronic transfer during the learner's acquisition from synchronic transfer between the two languages at a single moment of time. Multicompetence starts when there is systematic knowledge of an L2 that is not assimilated to the L1. Holistic multicompetence is seen as an offshoot of polylectal grammar theory applied to monolinguals. Language teaching should try to produce multicompetent individuals not ersatz native speakers.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["39G77H6D","6CP5JNSZ","BSUKJY3G","CPYK44UV","SZP4YW7P"],"link":{"href":"https://doi.org/10.1111/j.1467-1770.1992.tb01044.x","label":"doi.org"}},{"key":"FXU5ITQR","type":"book","title":"Investigating multilingual ism in complementary schools in four communities","authors":[{"last":"Creese","first":"A., Barac, T, Bhatt, A., Blackledge, A., Hamid, S., Li Wei, et al"}],"editors":[],"year":"2008","date":"2008-00-00 2008","venue":"Final Report to ESRC RES-000-23-1180","volume":"","issue":"","pages":"","place":"","publisher":"Final Report to ESRC RES-000-23-1180","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Creese, A., Barac, T, Bhatt, A., Blackledge, A., Hamid, S., Li Wei, et al. (2008). Investigating multilingual ism in complementary schools in four communities. Final Report to ESRC RES-000-23-1180. Birming ham: Universit","cites":[],"citedBy":["J9SRYLHF","L8DAV8AZ","SZP4YW7P","U2MZZYMC"],"link":null},{"key":"4TLHYKE7","type":"book","title":"Across the Lines: Travel Language Translation","authors":[{"last":"Cronin","first":"M"}],"editors":[],"year":"2013","date":"2013-00-00 2013","venue":"Cork University Press","volume":"","issue":"","pages":"","place":"Cork","publisher":"Cork University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Cronin, M. (2013). Across the Lines: Travel Language Translation. Cork: Cork University Press.","cites":[],"citedBy":["BSUKJY3G","G3MKL6QV","HQ7RRSLV","LS5EI9QZ"],"link":null},{"key":"SZS7KZUW","type":"book","title":"Negotiating Identities: Education for Empowerment in a Diverse Society","authors":[{"last":"Cummins","first":"Jim"}],"editors":[],"year":"2001","date":"2001-00-00 2001","venue":"(2nd edition)","volume":"","issue":"","pages":"","place":"","publisher":"(2nd edition)","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Cummins, Jim 2001. Negotiating Identities: Education for Empowerment in a Diverse Society. (2nd edition). Los Angeles, CA: California Association for Bilingual Education.","cites":[],"citedBy":["5AC5J23X","FXWU4ZMR","IZ9M54S5","LS5EI9QZ"],"link":null},{"key":"INNF4VTH","type":"book","title":"Biliteracy from the Start: Literacy Squared in Action","authors":[{"last":"Escamilla","first":"Kathy, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa"},{"last":"Escamilla","first":"Manuel"}],"editors":[],"year":"2013","date":"2013-00-00 2013","venue":"Caslon","volume":"","issue":"","pages":"","place":"Philadelphia","publisher":"Caslon","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Escamilla, Kathy, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa & Manuel Escamilla. 2013. Biliteracy from the Start: Literacy Squared in Action. Philadelphia: Caslon.","cites":[],"citedBy":["6FMEZLMB","S4N58IIR"],"link":null},{"key":"V3IJM28N","type":"journalArticle","title":"Bilingualism With and Without Diglossia; Diglossia With and Without Bilingualism","authors":[{"last":"Fishman","first":"Joshua A."}],"editors":[],"year":"1967","date":"1967-04-00 04/1967","venue":"Journal of Social Issues","volume":"23","issue":"2","pages":"29-38","place":"","publisher":"","edition":"","doi":"10.1111/j.1540-4560.1967.tb00573.x","isbn":"","url":"https://spssi.onlinelibrary.wiley.com/doi/10.1111/j.1540-4560.1967.tb00573.x","language":"en","abstract":"UNTIL THE 1950s THE psychological literature on bilingualism was so much more extensive than its sociological counterpart that workers in the former field have often failed to establish contact with those in the latter. Since the 1960s a very respectable sociological (or sociologically oriented) literature has developed dealing with bilingual societies. It is the purpose of this chapter to relate these two research traditions to each other by tracing the interaction between their two major constructs: bilingualism (on the part of psychologists) and diglossia (on the part of sociologists).","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["J9SRYLHF","L8DAV8AZ","QE6LMK43","RQL6E9LI","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1111/j.1540-4560.1967.tb00573.x","label":"doi.org"}},{"key":"V46GUR35","type":"book","title":"Educação como Prática da Liberdade","authors":[{"last":"Freire","first":"P. (1970) Educação como Prática da Liberdade. Rio de Janeiro: Paz e Terra"}],"editors":[],"year":"1970","date":"1970-00-00 1970","venue":"Paz e Terra","volume":"","issue":"","pages":"","place":"Rio de Janeiro","publisher":"Paz e Terra","edition":"","doi":"","isbn":"","url":"","language":"pt","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Freire, P. (1970) Educação como Prática da Liberdade. Rio de Janeiro: Paz e Terra, 1970.","cites":[],"citedBy":["EHUYCSJC","HQFR9JPG","LS5EI9QZ","MMAGS46K","SZP4YW7P"],"link":null},{"key":"FCZAP5NP","type":"bookSection","title":"English and multilingualism","authors":[{"last":"García","first":"Ofelia"},{"last":"Lin","first":"Angel M. Y."}],"editors":[{"last":"Seargeant","first":"Philip"},{"last":"Hewings","first":"Ann"},{"last":"Pihlaja","first":"Stephen"}],"year":"2018","date":"2018-07-06 2018-7-6","venue":"The Routledge Handbook of English Language Studies","volume":"","issue":"","pages":"77-92","place":"","publisher":"Routledge","edition":"1","doi":"10.4324/9781351001724-6","isbn":"978-1-351-00172-4","url":"https://www.taylorfrancis.com/books/9781351001717/chapters/10.4324/9781351001724-6","language":"en","abstract":"This chapter tells the contested history of what we today name English, as well as we today call multilingualism. The chapter makes the point that both English and multilingualism are constructed concepts that need to be interrogated. And it proposes that these constructions have served the English-speaking elite well, both in the past and in the present. We first tell the story of how English was consolidated into the language of the greatest Empire in the world. Our brief history takes the point of view not of “English,” but of its construction. We explore how bilingualism and multilingualism have been constructed in relationship to English; first in the Imperial stage, as a reason for the minoritization of non-white colonized speakers, and today, as ways of ensuring that English keeps its dominance. What has been called in the present the multilingual turn ( Conteh & Meier, 2014 ; May, 2013) would not exist if it weren’t for both the imperial origins of English, as well as the interest that it continues to hold in the imagination of many. We argue here that it is the economically-driven pursuit of English in today’s global and neoliberal economy which has created the interest in multilingualism. And yet, this multilingualism continues to leave out precisely those who are multilingual, minoritized speakers whose language practices differ from those legitimized in dominant societies and schools. We show here that the construction of the English language and multilingualism have been mutually constitutive and have served a purpose of domination and control.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","RPZWWINA","WMRY9PIB","YTJ3WPM2"],"link":{"href":"https://doi.org/10.4324/9781351001724-6","label":"doi.org"}},{"key":"CHHJPXMM","type":"book","title":"Behavior in public places","authors":[{"last":"Goffman","first":"E"}],"editors":[],"year":"1963","date":"1963-00-00 1963","venue":"Notes on the social organization of gatherings","volume":"","issue":"","pages":"","place":"","publisher":"Notes on the social organization of gatherings","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Goffman, E. (1963). Behavior in public places. Notes on the social organization of gatherings. New York, NY: Free Press.","cites":[],"citedBy":["3AYZB73Q","G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"UPVR9GS2","type":"book","title":"Multilingual interaction and minority languages: Proficiency and language practices in education and society","authors":[{"last":"Gorter","first":"D"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"Language Teaching, 48, 82–98","volume":"","issue":"","pages":"","place":"","publisher":"Language Teaching, 48, 82–98","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Gorter, D. (2015). Multilingual interaction and minority languages: Proficiency and language practices in education and society. Language Teaching, 48, 82–98. doi: 10.1017/S0261444812000481","cites":[],"citedBy":["6CP5JNSZ","BSUKJY3G","HIUKBZ79","LS5EI9QZ","U2RPB87S"],"link":null},{"key":"Q42RSZNG","type":"journalArticle","title":"Finding Common Ground: Sign Language and Gesture Research in Australia","authors":[{"last":"Green","first":"Jennifer"},{"last":"Kelly","first":"Barbara F."},{"last":"Schembri","first":"Adam"}],"editors":[],"year":"2014","date":"2014-04-03 2014-04-03","venue":"Australian Journal of Linguistics","volume":"34","issue":"2","pages":"185-192","place":"","publisher":"","edition":"","doi":"10.1080/07268602.2014.887404","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/07268602.2014.887404","language":"en","abstract":"This issue of AJL emerged from a workshop on issues in ‘nonverbal’ research held at the Australian Linguistics Society conference in Canberra in 2011. The workshop examined a range of issues inhere...","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["36Z4BGGR","39G77H6D","BIW2T525"],"link":{"href":"https://doi.org/10.1080/07268602.2014.887404","label":"doi.org"}},{"key":"8D9BUAWP","type":"journalArticle","title":"The bilingual as a competent but specific speaker‐hearer","authors":[{"last":"Grosjean","first":"François"}],"editors":[],"year":"1985","date":"1985-01-00 01/1985","venue":"Journal of Multilingual and Multicultural Development","volume":"6","issue":"6","pages":"467-477","place":"","publisher":"","edition":"","doi":"10.1080/01434632.1985.9994221","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/01434632.1985.9994221","language":"en","abstract":"A particular view of bilingualism — the monolingual (or fractional) view — has been given far too much importance in the study of bilinguals. According to it, the bilingual is (or should be) two monolinguals in one person. In this paper, the monolingual view is spelled out, and the negative consequences it has had on various areas of bilingual research are discussed. A bilingual (or wholistic) view is then proposed. According to it, the bilingual is not the sum of two complete or incomplete monolinguals; rather, he or she has a unique and specific linguistic configuration. This view is described and four areas, of research are discussed in its light: comparing monolinguals and bilinguals, language learning and language forgetting, the bilingual's speech modes, the bilingual child and ‘semilingualism’.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6FMEZLMB","8MUBE9VL","CPYK44UV","IT8JQS5W","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/01434632.1985.9994221","label":"doi.org"}},{"key":"74R52299","type":"bookSection","title":"The bilingual’s language modes","authors":[{"last":"Grosjean","first":"F"}],"editors":[{"last":"Nicole","first":"J"}],"year":"2001","date":"2001-00-00 2001","venue":"One mind, two languages: Bilingual language processing","volume":"","issue":"","pages":"1-22","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Grosjean, F. (2001). The bilingual’s language modes. In J. Nicole (Ed.), One mind, two languages: Bilingual language processing (pp. 1–22). Oxford, UK: Blackwell.","cites":[],"citedBy":["36Z4BGGR","39G77H6D","G8PGLNGA","VUXHAXTX","ZEUIJ42F"],"link":null},{"key":"MTTSLYNG","type":"book","title":"Studying Bilinguals","authors":[{"last":"Grosjean","first":"François"}],"editors":[],"year":"2008","date":"2008-00-00 2008","venue":"Oxford University Press","volume":"","issue":"","pages":"","place":"Oxford","publisher":"Oxford University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Grosjean, François. 2008. Studying Bilinguals. Oxford: Oxford University Press.","cites":[],"citedBy":["8MUBE9VL","BSUKJY3G","HKMAGX8I","XMJGD4BA","YTJ3WPM2"],"link":null},{"key":"N7HY7T5U","type":"journalArticle","title":"Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces","authors":[{"last":"Guzula","first":"Xolisa"},{"last":"McKinney","first":"Carolyn"},{"last":"Tyler","first":"Robyn"}],"editors":[],"year":"2016","date":"2016-09-30 2016-09-30","venue":"Southern African Linguistics and Applied Language Studies","volume":"34","issue":"3","pages":"211-226","place":"","publisher":"","edition":"","doi":"10.2989/16073614.2016.1250360","isbn":"","url":"https://www.tandfonline.com/doi/full/10.2989/16073614.2016.1250360","language":"en","abstract":"While there have been significant paradigm shifts in conceptualising language in applied linguistics and in critiquing the historical monolingual bias in the discipline, monolingual approaches continue to dominate officially prescribed language teaching and learning approaches, curricula, policy and materials in South African education. In this paper we argue that monolingual ideologies have negative consequences for the positioning of South African learners as well as for their participation in the curriculum. We focus on how learner capacities are enabled when a heteroglossic and multimodal orientation to language practices and meaning-making is taken up. We explore processes of languaging-for-learning in two established third spaces—the first, an after-school literacy club for Grades 3–6 learners in Khayelitsha, Cape Town, and the second, a mathematics holiday programme for Grade 11 students in the rural Eastern Cape. We argue that our cases show how it is possible to bridge the gap between heteroglossic conceptions of language and languaging in applied linguistics, and what is conceived as legitimate language practices in the classroom. We conclude that the translanguaging and multimodal strategies in the two cases offer new pedagogical strategies for meaning-making that challenge the dominant monolingual orientation to children’s languaging in many classrooms.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","HIUKBZ79","WMRY9PIB"],"link":{"href":"https://doi.org/10.2989/16073614.2016.1250360","label":"doi.org"}},{"key":"4K56KHRS","type":"journalArticle","title":"Own-language use in language teaching and learning","authors":[{"last":"Hall","first":"Graham"},{"last":"Cook","first":"Guy"}],"editors":[],"year":"2012","date":"2012-07-00 07/2012","venue":"Language Teaching","volume":"45","issue":"3","pages":"271-308","place":"","publisher":"","edition":"","doi":"10.1017/S0261444812000067","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S0261444812000067/type/journal_article","language":"en","abstract":"Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["5AC5J23X","EHUYCSJC","LS5EI9QZ","MMAGS46K"],"link":{"href":"https://doi.org/10.1017/S0261444812000067","label":"doi.org"}},{"key":"HG78NZ6M","type":"book","title":"Linguistic Minorities and Modernity: A Sociolinguistic Ethnography","authors":[{"last":"Heller","first":"Monica"}],"editors":[],"year":"1999","date":"1999-00-00 1999","venue":"Longman","volume":"","issue":"","pages":"","place":"London","publisher":"Longman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Heller, Monica. 1999. Linguistic Minorities and Modernity: A Sociolinguistic Ethnography. London: Longman.","cites":[],"citedBy":["BSUKJY3G","CPYK44UV","L8DAV8AZ","LS5EI9QZ","ZEUIJ42F"],"link":null},{"key":"ZPVYNQ8U","type":"journalArticle","title":"Epistemologies in multilingual education: translanguaging and genre – companions in conversation with policy and practice","authors":[{"last":"Heugh","first":"Kathleen"}],"editors":[],"year":"2015","date":"2015-05-04 2015-05-04","venue":"Language and Education","volume":"29","issue":"3","pages":"280-285","place":"","publisher":"","edition":"","doi":"10.1080/09500782.2014.994529","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/09500782.2014.994529","language":"en","abstract":"This paper draws attention to the central concern of authors in this issue, which is to offer translanguaging and genre theory as two promising pedagogical responses to education systems characterised by linguistic as well as socio-economic diversity. It also draws attention to the agency of teachers in the processes of engaging with the linguistic diversity of students. What lies at the heart of current provision of multilingual education in South Africa, the site of concern for most of the authors in this volume, is a systemic failure to engage productively with the linguistic and knowledge repertoires of students. On the one hand, there is misunderstanding of multilingualism in southern contexts and the country's multilingual education policy; on the other hand, there is a reluctance to engage with multilingualism within curriculum and assessment delivery. Translanguaging and genre, although conceptually originating from North Atlantic and Australian contexts, may well offer opportunities for students in southern contexts to expand their own linguistic repertoires and to bridge epistemological difference between community and school.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8P3JFMRZ","BSUKJY3G","LS5EI9QZ","RQL6E9LI","UHK3Z89M"],"link":{"href":"https://doi.org/10.1080/09500782.2014.994529","label":"doi.org"}},{"key":"P4UN2ZX7","type":"journalArticle","title":"Multilingual language policies and the continua of biliteracy: An ecological approach","authors":[{"last":"Hornberger","first":"Nancy H."}],"editors":[],"year":"2002","date":"2002-03-00 03/2002","venue":"Language Policy","volume":"1","issue":"1","pages":"27-51","place":"","publisher":"","edition":"","doi":"10.1023/A:1014548611951","isbn":"","url":"https://link.springer.com/10.1023/A:1014548611951","language":"en","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","FXWU4ZMR","IT8JQS5W","L8DAV8AZ","UHK3Z89M"],"link":{"href":"https://doi.org/10.1023/A:1014548611951","label":"doi.org"}},{"key":"SZ7U866T","type":"bookSection","title":"Continua biliteracy","authors":[{"last":"Hornberger","first":"N.H"}],"editors":[],"year":"2008","date":"2008-00-00 2008","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Hornberger, N.H. (2008). Continua biliteracy. In A","cites":[],"citedBy":["EHUYCSJC","F4U27E8B","HIUKBZ79","L8DAV8AZ","RQL6E9LI"],"link":null},{"key":"4HMR678I","type":"book","title":"Sociolinguistics and Language Education","authors":[{"last":"Hornberger","first":"Nancy H."},{"last":"McKay","first":"Sandra Lee"}],"editors":[],"year":"2010","date":"2010-06-17 2010-06-17","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.30945924","isbn":"978-1-84769-284-9","url":"http://www.jstor.org/stable/10.2307/jj.30945924","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["AGFSLU69","IT8JQS5W"],"link":{"href":"https://doi.org/10.2307/jj.30945924","label":"doi.org"}},{"key":"WAWGTTY7","type":"book","title":"Revisualizing boundaries: A plurilingual ethos","authors":[{"last":"Khubchandani","first":"L. M"}],"editors":[],"year":"1997","date":"1997-00-00 1997","venue":"Sage","volume":"","issue":"","pages":"","place":"New Delhi","publisher":"Sage","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Khubchandani, L. M. (1997). Revisualizing boundaries: A plurilingual ethos. New Delhi: Sage. Kramscn, l>. [zy)y)Z). introduction: now can we ten the dancer from the dance? In C. Kramsch (Ed.), Language acquisition and la","cites":[],"citedBy":["6IPNB475","J9SRYLHF","JTKPPTBQ","LS5EI9QZ","S4N58IIR"],"link":null},{"key":"GKN6P94H","type":"book","title":"Multimodal discourse","authors":[{"last":"Kress","first":"G"},{"last":"Van Leeuwen","first":"T"}],"editors":[],"year":"2001","date":"2001-00-00 2001","venue":"The modes and media of contemporary communication","volume":"","issue":"","pages":"","place":"","publisher":"The modes and media of contemporary communication","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse. The modes and media of contemporary communication. Oxford: Oxford University Press. KƵƐƚĞƌƐ͕ A͕͘ DĞ MĞƵůĚĞƌ͕ M͕͘ FƌŝĞĚŶĞƌ͕ M͕͘ Θ EŵĞƌLJ͕ “͘ ;ϮϬϭϱͿ͘ OŶ ͞ĚŝǀĞƌƐŝƚLJ͟","cites":[],"citedBy":["BIW2T525","BSUKJY3G","U2RPB87S","WMRY9PIB"],"link":null},{"key":"3KHM9EPB","type":"book","title":"Toward a Culturally Relevant Pedagogy","authors":[{"last":"Ladson-Billings","first":"Gloria"}],"editors":[],"year":"1995","date":"1995-00-00 1995","venue":"","volume":"32","issue":"","pages":"","place":"https","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Ladson-Billings, Gloria. 1995. “Toward a Culturally Relevant Pedagogy.” American Educational Research Journal 32 (3): 465–491. https://doi.org/10.3102/00028312032003465 Li Wei. 2011. “Moment Analysis and Translanguaging","cites":[],"citedBy":["8P3JFMRZ","IZ9M54S5","PLXI6NI5","Q6GDRPSJ","WMRY9PIB"],"link":null},{"key":"HM9N7AC6","type":"bookSection","title":"‘It Takes a Village to Research a Village’: Conversations Between Angel Lin and Jay Lemke on Contemporary Issues in Translanguaging","authors":[{"last":"Lin","first":"Angel M. Y."},{"last":"Wu","first":"Yanming"},{"last":"Lemke","first":"Jay L."}],"editors":[{"last":"Lau","first":"Sunny Man Chu"},{"last":"Van Viegen","first":"Saskia"}],"year":"2020","date":"2020-00-00 2020","venue":"Plurilingual Pedagogies","volume":"42","issue":"","pages":"47-74","place":"Cham","publisher":"Springer International Publishing","edition":"","doi":"10.1007/978-3-030-36983-5_3","isbn":"978-3-030-36982-8","url":"https://link.springer.com/10.1007/978-3-030-36983-5_3","language":"en","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","HIUKBZ79","LS5EI9QZ","RCZDTX8S","WMRY9PIB"],"link":{"href":"https://doi.org/10.1007/978-3-030-36983-5_3","label":"doi.org"}},{"key":"J5J68G5K","type":"book","title":"Dual Language Education","authors":[{"last":"Lindholm-Leary","first":"Kathryn J"}],"editors":[],"year":"2001","date":"2001-12-31 2001-12-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781853595332","isbn":"978-1-85359-533-2","url":"https://www.degruyter.com/document/doi/10.21832/9781853595332/html","language":"","abstract":"Dual language education is a program that combines language minority and language majority students for instruction through 2 languages. This book provides the background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes, along with teacher and parent attitudes.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8MUBE9VL","CPYK44UV","IZ9M54S5","SZP4YW7P","UHK3Z89M"],"link":{"href":"https://doi.org/10.21832/9781853595332","label":"doi.org"}},{"key":"6V6DRBNB","type":"book","title":"Disinventing and Reconstituting Languages","authors":[{"last":"Makoni","first":"Sinfree"},{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2006","date":"2006-11-11 2006-11-11","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.27939678","isbn":"978-1-85359-925-5","url":"http://www.jstor.org/stable/10.2307/jj.27939678","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","MMAGS46K"],"link":{"href":"https://doi.org/10.2307/jj.27939678","label":"doi.org"}},{"key":"SUVYTBZU","type":"bookSection","title":"5. ‘Safe’ Language Practices in Two Rural Schools in Malaysia: Tensions between Policy and Practice","authors":[{"last":"Martin","first":"Peter"}],"editors":[{"last":"Lin","first":"Angel"},{"last":"Martin","first":"Peter"}],"year":"2005","date":"2005-12-31 2005-12-31","venue":"Decolonisation, Globalisation","volume":"","issue":"","pages":"74-97","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781853598265-007","isbn":"978-1-85359-826-5","url":"https://www.degruyter.com/document/doi/10.21832/9781853598265-007/html","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8P3JFMRZ","HIUKBZ79","I3XJ33BZ","L8DAV8AZ","MZXWLSFT"],"link":{"href":"https://doi.org/10.21832/9781853598265-007","label":"doi.org"}},{"key":"4MFR47TS","type":"journalArticle","title":"“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities","authors":[{"last":"Martin-Beltrán","first":"Melinda"}],"editors":[],"year":"2014","date":"2014-07-03 2014-07-03","venue":"International Multilingual Research Journal","volume":"8","issue":"3","pages":"208-230","place":"","publisher":"","edition":"","doi":"10.1080/19313152.2014.914372","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/19313152.2014.914372","language":"en","abstract":"This study investigated how students learning English and students learning Spanish activated multilingual repertoires as they participated in one high school program that aimed to promote reciprocal learning and teaching of multilingual literacy practices. Grounded in sociocultural theory, we examined how students drew upon Spanish, English, and translanguaging as cultural and cognitive tools to mediate learning in a Third Space. Data collection included participant observations in 40 sessions, student writing, interviews, and audio/video recordings of peer interactions as they engaged in composing and revising of text together. Using interactional ethnography and microgenetic analysis, we analyzed mediation of learning opportunities across and between languages and found evidence of students co-constructing knowledge and expanding multilingual repertoires. Findings contribute to second language acquisition research by revealing fluid and reciprocal affordances for language learning during interactions among linguistically diverse peers as they draw upon translanguaging practices. By shedding light on an alternative educational context that mobilizes young people’s diverse funds of knowledge, the findings have implications for educational practices that support equity for culturally and linguistically diverse students.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6FMEZLMB","HIUKBZ79","LRDK6HC9","WMRY9PIB","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1080/19313152.2014.914372","label":"doi.org"}},{"key":"YHKTEGJD","type":"journalArticle","title":"Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging","authors":[{"last":"Martínez","first":"Ramón Antonio"},{"last":"Hikida","first":"Michiko"},{"last":"Durán","first":"Leah"}],"editors":[],"year":"2015","date":"2015-01-02 2015-01-02","venue":"International Multilingual Research Journal","volume":"9","issue":"1","pages":"26-42","place":"","publisher":"","edition":"","doi":"10.1080/19313152.2014.977712","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/19313152.2014.977712","language":"en","abstract":"This article draws on qualitative data from two Spanish-English dual language elementary classrooms to explore how teachers in these classrooms made sense of the everyday practice of bilingualism. Methodologically, this study relied on participant observation, video recording, and semi-structured interviews. Conceptually, this article draws on the notion of translanguaging to describe how these teachers and their students moved fluidly across multiple languages and dialects in their everyday interactions. Drawing on language ideological inquiry, this article illustrates that these teachers’ perspectives on translanguaging sometimes echoed ideologies of linguistic purism that emphasize language separation, while also reflecting counterhegemonic ideologies that privilege Spanish and promote bilingualism. Teachers’ everyday language use and instructional practices both reflected and contrasted with their stated ideologies. It is argued that a more nuanced understanding of teachers’ complex language ideologies can inform efforts to help them embrace translanguaging pedagogies that recognize and build on students’ everyday bilingualism.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["F4U27E8B","HQFR9JPG","LS5EI9QZ","S4N58IIR","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1080/19313152.2014.977712","label":"doi.org"}},{"key":"3JW85252","type":"bookSection","title":"Disciplinary divides, knowledge construction, and the Multilingual Turn","authors":[{"last":"May","first":"S"}],"editors":[{"last":"May","first":"S"}],"year":"2014","date":"2014-00-00 2014","venue":"The Multilingual Turn. Implications for SLA, TESOL, and Bilingual Education. New York: Routledge","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"May, S. (2014). Disciplinary divides, knowledge construction, and the Multilingual Turn. In S. May (Ed). The Multilingual Turn. Implications for SLA, TESOL, and Bilingual Education. New York: Routledge.","cites":[],"citedBy":["6FMEZLMB","LRDK6HC9","NW5UHYBI","QKEW8S7I","UCVERERJ","YTJ3WPM2"],"link":null},{"key":"4G88ZHDS","type":"book","title":"Childhood Bilingualism: Research on Infancy through School Age","authors":[{"last":"McCardle","first":"Peggy"},{"last":"Hoff","first":"Erika"}],"editors":[],"year":"2006","date":"2006-02-28 2006-02-28","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.27939667","isbn":"978-1-85359-871-5","url":"http://www.jstor.org/stable/10.2307/jj.27939667","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.2307/jj.27939667","label":"doi.org"}},{"key":"8M2ZHMZP","type":"journalArticle","title":"‘What time is it, Denise?”: Asking known information questions in classroom discourse","authors":[{"last":"Mehan","first":"Hugh"}],"editors":[],"year":"1979","date":"1979-10-00 10/1979","venue":"Theory Into Practice","volume":"18","issue":"4","pages":"285-294","place":"","publisher":"","edition":"","doi":"10.1080/00405847909542846","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/00405847909542846","language":"en","abstract":"(1979). ‘What time is it, Denise?”: Asking known information questions in classroom discourse. Theory Into Practice: Vol. 18, Communicating with Young Children, pp. 285-294.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","IZ9M54S5","MMAGS46K","SZP4YW7P","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/00405847909542846","label":"doi.org"}},{"key":"CHJBUQGN","type":"journalArticle","title":"Writing-in-interaction: Studying writing as a multimodal phenomenon in social interaction","authors":[{"last":"Mondada","first":"Lorenza"},{"last":"Svinhufvud","first":"Kimmo"}],"editors":[],"year":"2016","date":"2016-05-19 2016-5-19","venue":"Language and Dialogue","volume":"6","issue":"1","pages":"1-53","place":"","publisher":"","edition":"","doi":"10.1075/ld.6.1.01mon","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/ld.6.1.01mon","language":"en","abstract":"This article, introducing the special issue, aims at sketching the emerging field of studies on\n              writing-in-interaction\n              within an ethnomethodological (EM) and conversation analytic (CA) perspective. It does so by situating research carried out in this perspective within the existing literature and by offering some larger input on how the field could be developed. Writing-in-interaction is here approached by considering\n              writing in social interaction as a multimodal phenomenon\n              , with a special emphasis on handwriting. The paper presents current studies and further possible developments of writing in interaction, including the detailed analysis of video fragments. It shows how it is possible to finely analyze the moment-by-moment organization of writing as a multimodal social practice, demonstrating its embodied projectability, its material and multimodal graphic achievement, and its embeddedness in sequential organization and in multiactivity.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","BSUKJY3G","LS5EI9QZ","SW3INUKP"],"link":{"href":"https://doi.org/10.1075/ld.6.1.01mon","label":"doi.org"}},{"key":"IR5VRBTG","type":"journalArticle","title":"Exploring translanguaging in CLIL","authors":[{"last":"Nikula","first":"Tarja"},{"last":"Moore","first":"Pat"}],"editors":[],"year":"2019","date":"2019-02-17 2019-02-17","venue":"International Journal of Bilingual Education and Bilingualism","volume":"22","issue":"2","pages":"237-249","place":"","publisher":"","edition":"","doi":"10.1080/13670050.2016.1254151","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13670050.2016.1254151","language":"en","abstract":"After reviewing the concepts of Content and Language Integrated Learning (CLIL) and Translanguaging, this article presents an exploratory study of translanguaging in CLIL contexts. Employing illustrative extracts from a collection of CLIL classroom recordings in Austria, Finland and Spain, we argue that both pedagogic and interpersonal motivations can influence language choices. We suggest that the L1 should be appreciated as a potentially valuable tool in bilingual learning situations and that there is a need for increased awareness-raising around this question.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ"],"link":{"href":"https://doi.org/10.1080/13670050.2016.1254151","label":"doi.org"}},{"key":"EP4AI2T5","type":"journalArticle","title":"The relation of bilingualism to intelligence.","authors":[{"last":"Peal","first":"Elizabeth"},{"last":"Lambert","first":"Wallace E."}],"editors":[],"year":"1962","date":"1962-00-00 1962","venue":"Psychological Monographs: General and Applied","volume":"76","issue":"27","pages":"1-23","place":"","publisher":"","edition":"","doi":"10.1037/h0093840","isbn":"","url":"https://doi.apa.org/doi/10.1037/h0093840","language":"en","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8MUBE9VL","CPYK44UV","IT8JQS5W","LS5EI9QZ","SZP4YW7P"],"link":{"href":"https://doi.org/10.1037/h0093840","label":"doi.org"}},{"key":"U7KGZ5QZ","type":"book","title":"Language in late modernity: Interaction in an urban school","authors":[{"last":"Rampton","first":"B"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Cambridge University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Rampton, B. (2006). Language in late modernity: Interaction in an urban school. Cambridge: Cambridge University Press.","cites":[],"citedBy":["3H5HEYDC","BSUKJY3G","HQFR9JPG","MMAGS46K","Q6GDRPSJ"],"link":null},{"key":"GWNV3KFY","type":"journalArticle","title":"Standardization, Racialization, Languagelessness: Raciolinguistic Ideologies across Communicative Contexts","authors":[{"last":"Rosa","first":"Jonathan Daniel"}],"editors":[],"year":"2016","date":"2016-08-00 08/2016","venue":"Journal of Linguistic Anthropology","volume":"26","issue":"2","pages":"162-183","place":"","publisher":"","edition":"","doi":"10.1111/jola.12116","isbn":"","url":"https://anthrosource.onlinelibrary.wiley.com/doi/10.1111/jola.12116","language":"en","abstract":"This article examines the racialized relationship between ideologies of language standardization and what I term “languagelessness.” Whereas ideologies of language standardization stigmatize particular linguistic practices understood to deviate from prescriptive norms, ideologies of languagelessness call into question linguistic competence–and, by extension, legitimate personhood–altogether. Throughout the article I show how these ideologies interact with one another, and how assessments of particular individuals' language use often invoke broader ideas about the (in)competence and (il)legitimacy of entire racialized groups. I focus specifically on dimensions of the racialized relationship between ideologies of language standardization and languagelessness in contemporary framings of U.S. Latinas/os and their linguistic practices. I draw on a range of evidence, including ethnographic data collected within a predominantly Latina/o U.S. high school, institutional policies, and scholarly conceptions of language. When analyzed collectively, these sources highlight the racialized ways that ideologies of language standardization and languagelessness become linked in theory, policy, and everyday interactions. In my examination of these data through the lens of racialization, I seek to theorize how ideologies of language standardization and languagelessness contribute to the enactment of forms of societal inclusion and exclusion in relation to different sociopolitical contexts, ethnoracial categories, and linguistic practices.\n          , \n            \n              Este artículo examina la relación racializada entre las ideologías de estandarización lingüística y lo que llamo “\n              languagelessness\n              .” Mientras que las ideologías de estandarización lingüística estigmatizan prácticas lingüísticas específicas consideradas como ajenas a normas preceptivas, las ideologías de\n              languagelessness\n              ponen en duda la competencia lingüística – y por extensión, la persona legítima – por completo. A lo largo del artículo, se muestra cómo estas ideologías interactúan entre sí, y cómo las evaluaciones de la práctica lingüística de ciertas personas proyectan a menudo ideas más generales sobre la (in)competencia y la (i)legitimad de grupos racializados. El artículo se focaliza en ciertas dimensiones de la relación racializada entre las ideologías de estandarización lingüística y de\n              languagelessness\n              en los marcos contemporáneos de l@s Latin@s y sus prácticas lingüísticas. Para esto, este trabajo se basa en un corpus que incluye datos etnográficos recogidos en un instituto estadounidense predominantemente Latin@, programas institucionales, y teorías académicas del lenguaje. Al analizarlos conjuntamente, estos datos resaltan la manera racializada en que las ideologías de estandarización lingüística y de\n              languagelessness\n              se relacionan con los ámbitos de la teoría, la política, y las interacciones diarias. Al examinar estos ejemplos mediante el concepto de la racialización, se pretende teorizar cómo las ideologías de estandarización lingüística y de\n              languagelessness\n              contribuyen a la reproducción de formas de inclusión y exclusión social en relación con distintos contextos sociopolíticos, categorías etnoraciales, y prácticas lingüísticas.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","LS5EI9QZ","PLXI6NI5","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1111/jola.12116","label":"doi.org"}},{"key":"G4BXFPV3","type":"book","title":"Language Policy: Hidden Agendas and New Approaches","authors":[{"last":"Shohamy","first":"Elana"}],"editors":[],"year":"2006","date":"2006-05-02 2006-5-2","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"0","doi":"10.4324/9780203387962","isbn":"978-0-203-38796-2","url":"https://www.taylorfrancis.com/books/9781134333523","language":"en","abstract":"Policies concerning language use are increasingly tested in an age of frequent migration and cultural synthesis. With conflicting factors and changing political climates influencing the policy-makers, Elana Shohamy considers the effects that these policies have on the real people involved. Using examples from the US and UK, she shows how language policies are promoted and imposed, overtly and covertly, across different countries and in different contexts. Concluding with arguments for a more democratic and open approach to language policy and planning, the final note is one of optimism, suggesting strategies for resistance to language attrition and ways to protect the linguistic rights of groups and individuals.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","IZ9M54S5","LS5EI9QZ","UHK3Z89M","XMJGD4BA"],"link":{"href":"https://doi.org/10.4324/9780203387962","label":"doi.org"}},{"key":"NTN4X3QT","type":"journalArticle","title":"Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies","authors":[{"last":"Shohamy","first":"Elana"}],"editors":[],"year":"2011","date":"2011-09-00 09/2011","venue":"The Modern Language Journal","volume":"95","issue":"3","pages":"418-429","place":"","publisher":"","edition":"","doi":"10.1111/j.1540-4781.2011.01210.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2011.01210.x","language":"en","abstract":"All assessment policies and practices are based on monolingual constructs whereby test‐takers are expected to demonstrate their language proficiency in one language at a time. Thus, the construct underlying these assessment approaches and/or scales (e.g., the CEFR) is of language as a closed and finite system that does not enable other languages to “smuggle in.” This view is in stark contrast to the current understanding of multilingual competencies for which various languages and aspects “bleed” into one another in creative ways as manifested by a growing number of users, especially immigrants, who are born into one language and acquire additional language(s), resulting in multilingual competencies. This is manifested in codeswitching and in the simultaneous use of different language functions (e.g., reading in one and speaking in another in the process of academic functioning). Yet, this multilingual functioning receives no attention in language testing practices. Further, multilingual users who rarely reach language proficiency in each of the languages that is identical to that of their monolingual counterparts are always being compared to them and thus receive lower scores. Consequently, they are penalized for their multilingual competencies, sending a message that multilingual knowledge is a liability. Given the current policies of cultivating multilingualism in schools and societies as expressed in the articles in this special issue, I critique the current monolingual assessment approaches within a political and social context. I argue that these approaches are rooted in nation‐state ideologies that are still attempting to promote national collective agendas of “wishful thinking” and ignore the reality of how languages are being used. This is followed by empirical data pointing to the cost of the continued use of monolingual tests for individual students, especially those who are bilingual, as is the case with immigrants. All of these will lead to initial proposals and examples for the adoption of different types of multilingual testing and assessment policies and practices in various contexts. These approaches, I argue, are more construct valid, as they enable the manifestation of fuller knowledge in integrated ways, thus highlighting the advantages, rather than the problems, that multilingual users possess.","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","F4U27E8B","HIUKBZ79","LS5EI9QZ","RPZWWINA"],"link":{"href":"https://doi.org/10.1111/j.1540-4781.2011.01210.x","label":"doi.org"}},{"key":"4WNBKWCI","type":"journalArticle","title":"The reflexivity of human languaging and Nigel Love's two orders of language","authors":[{"last":"Thibault","first":"Paul J."}],"editors":[],"year":"2017","date":"2017-05-00 05/2017","venue":"Language Sciences","volume":"61","issue":"","pages":"74-85","place":"","publisher":"","edition":"","doi":"10.1016/j.langsci.2016.09.014","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0388000116301395","language":"en","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["36Z4BGGR","39G77H6D","LS5EI9QZ","WMRY9PIB"],"link":{"href":"https://doi.org/10.1016/j.langsci.2016.09.014","label":"doi.org"}},{"key":"WPZQT5TR","type":"book","title":"Everyday Multiculturalism","authors":[{"last":"Wise","first":"A"},{"last":"Velayutham","first":"S"}],"editors":[],"year":"2009","date":"2009-00-00 2009","venue":"Springer","volume":"","issue":"","pages":"","place":"","publisher":"Springer","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":5,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Wise, A. and Velayutham, S. (ed.) (2009). Everyday Multiculturalism. Springer. Yeung. J. (2023) Is It Chinese New Year or Lunar New Year? Depends Who You Ask’. CNN. https://edition.cnn.com/2023/01/28/asia/chinese-­lunar-","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV","LS5EI9QZ","QKEW8S7I"],"link":null},{"key":"P6X5DCID","type":"book","title":"A Conversation Analytic Approach to Code-Switching and Transfer","authors":[{"last":"Auer","first":"Peter"}],"editors":[],"year":"1998","date":"1998-00-00 1998","venue":"Mouton de Gruyter","volume":"","issue":"","pages":"","place":"Berlin","publisher":"Mouton de Gruyter","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Auer, Peter. 1998. “A Conversation Analytic Approach to Code-Switching and Transfer.” In Code-switching: Anthropological and Sociolinguistic Perspectives, edited by Monica Heller, 187–213. Berlin: Mouton de Gruyter.","cites":[],"citedBy":["LRDK6HC9","LS5EI9QZ","ZEUIJ42F"],"link":null},{"key":"JSEKK98Q","type":"book","title":"Language and exclusion: The consequences of language policies in Africa","authors":[{"last":"Bamgbose","first":"Ayo"}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"Lit Verlag","volume":"","issue":"","pages":"","place":"Mu¨nster, Hamburg and London","publisher":"Lit Verlag","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Bamgbose, Ayo 2000. Language and exclusion: The consequences of language policies in Africa. Mu¨nster, Hamburg and London: Lit Verlag.","cites":[],"citedBy":["IZ9M54S5","SZP4YW7P","UHK3Z89M","WMRY9PIB"],"link":null},{"key":"YCETJBRZ","type":"book","title":"Constructing Cultures: Essay on Literary Translation","authors":[{"last":"Bassnett","first":"Susan"},{"last":"Lefevere","first":"André"}],"editors":[],"year":"1998","date":"1998-03-06 1998-03-06","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.33169477","isbn":"978-1-80041-789-2","url":"http://www.jstor.org/stable/10.2307/jj.33169477","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","G3MKL6QV","HQ7RRSLV"],"link":{"href":"https://doi.org/10.2307/jj.33169477","label":"doi.org"}},{"key":"LW5R97YY","type":"book","title":"Voices of Modernity: Language Ideologies and the Politics of Inequality","authors":[{"last":"Bauman","first":"Richard"},{"last":"Briggs","first":"Charles L."}],"editors":[],"year":"2003","date":"2003-07-03 2003-07-03","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/CBO9780511486647","isbn":"978-0-521-81069-2","url":"https://www.cambridge.org/core/product/identifier/9780511486647/type/book","language":"","abstract":"Language and tradition have long been relegated to the sidelines as scholars have considered the role of politics, science, technology and economics in the making of the modern world. This reading of over two centuries of philosophy, political theory, anthropology, folklore and history argues that new ways of imagining language and representing supposedly premodern people - the poor, labourers, country folk, non-europeans and women - made political and scientific revolutions possible. The connections between language ideologies, privileged linguistic codes, and political concepts and practices shape the diverse ways we perceive ourselves and others. This 2003 book demonstrates that contemporary efforts to make schemes of social inequality based on race, gender, class and nationality seem compelling and legitimate, rely on deeply-rooted ideas about language and tradition. Showing how critics of modernity unwittingly reproduce these foundational fictions, it suggests strategies for challenging the undemocratic influence of these voices of modernity.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","3IK93XEB","HQFR9JPG","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1017/CBO9780511486647","label":"doi.org"}},{"key":"CLBUDX5J","type":"book","title":"Translanguaging business: unpredictability and precarity in superdiverse inner city Leeds","authors":[{"last":"Baynham","first":"M., Bradley, J., Callaghan, J., Hanusova, J"},{"last":"Simpson","first":"J"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"Working Papers in Translation and Translanguaging, W","volume":"","issue":"","pages":"","place":"","publisher":"Working Papers in Translation and Translanguaging, W","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Baynham, M., Bradley, J., Callaghan, J., Hanusova, J., & Simpson, J. (2015). Translanguaging business: unpredictability and precarity in superdiverse inner city Leeds. Working Papers in Translation and Translanguaging, W","cites":[],"citedBy":["BSUKJY3G","BW99NC43","LS5EI9QZ","U2RPB87S"],"link":null},{"key":"LJTQHJDE","type":"book","title":"Bilingualism in Development: Language, Literacy, and Cognition","authors":[{"last":"Bialystok","first":"Ellen"}],"editors":[],"year":"2001","date":"2001-03-19 2001-03-19","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/CBO9780511605963","isbn":"978-0-521-63231-7","url":"https://www.cambridge.org/core/product/identifier/9780511605963/type/book","language":"","abstract":"Bilingualism in Development is an examination of the language and cognitive development of bilingual children focusing primarily on the preschool years.  It begins by defining the territory for what is included in bilingualism and how language proficiency can be conceptualized. Using these constraints, the discussion proceeds to review the research relevant to various aspects of children's development and assesses the role that bilingualism has in each. The areas covered include language acquisition, metalinguistic ability, literacy skill, and problem-solving ability. In each case, the performance of bilingual children is compared to that of similar monolinguals, and differences are interpreted in terms of a theoretical framework for cognitive development and processing. The studies show that bilingualism significantly accelerates children's ability to selectively attend to relevant information and inhibit attention to misleading information or competing responses. This conclusion is used as the basis for examining a set of related issues regarding the education and social circumstances of bilingual children.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["IT8JQS5W","LS5EI9QZ","PLXI6NI5","SZP4YW7P"],"link":{"href":"https://doi.org/10.1017/CBO9780511605963","label":"doi.org"}},{"key":"JZRS23BG","type":"book","title":"Moving Beyond “Lingualism”: Multilingual Embodiment and Multimodality in SLA","authors":[{"last":"Block","first":"David"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"Ro","volume":"","issue":"","pages":"","place":"London","publisher":"Ro","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Block, David. 2014. “Moving Beyond “Lingualism”: Multilingual Embodiment and Multimodality in SLA.” In The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education, edited by Stephen May, 54–57. London: Ro","cites":[],"citedBy":["36Z4BGGR","BSUKJY3G","MMAGS46K","ZEUIJ42F"],"link":null},{"key":"2R5BSZNP","type":"book","title":"The conservative turn in Linguistic Landscape Studies","authors":[{"last":"Blommaert","first":"J"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"5 January 2015","volume":"","issue":"","pages":"","place":"","publisher":"5 January 2015","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Blommaert, J. 2016. The conservative turn in Linguistic Landscape Studies. 5 January 2015. http://alternative-democracy-research.org/2016/01/05the-conservative-turn-inlinguistic-landscape-studies","cites":[],"citedBy":["BW99NC43","G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"KVXZYFVL","type":"bookSection","title":"Chronotopic identities: On the timespace organization of who we are","authors":[{"last":"Blommaert","first":"J"},{"last":"De Fina","first":"A"}],"editors":[{"last":"Wegner","first":"J"}],"year":"2017","date":"2017-00-00 2017","venue":"Diversity and super‑diversity: Sociocultural linguistic perspectives","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Blommaert, J. & De Fina, A. (2017). Chronotopic identities: On the timespace organization of who we are. In A. De Fina, D. Ikizoglu & J. Wegner (Eds.), Diversity and super‑diversity: Sociocultural linguistic perspectives","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","QKEW8S7I","UHK3Z89M"],"link":null},{"key":"XVN3XMZX","type":"book","title":"Mother Tongues and Nations: The Invention of the Native Speaker","authors":[{"last":"Bonfiglio","first":"Thomas Paul"}],"editors":[],"year":"2010","date":"2010-06-15 2010-06-15","venue":"De Gruyter Mouton","volume":"","issue":"","pages":"","place":"","publisher":"De Gruyter Mouton","edition":"","doi":"10.1515/9781934078266","isbn":"978-1-934078-25-9","url":"https://www.degruyterbrill.com/document/doi/10.1515/9781934078266/html","language":"","abstract":"This monograph examines the ideological legacy of the the apparently innocent kinship metaphors of mother tongue and native speaker by historicizing their linguistic development. It shows how the early nation states constructed the ideology of ethnolinguistic nationalism, a composite of national language, identity, geography, and race. This ideology invented myths of congenital communities that configured the national language in a symbiotic matrix between body and physical environment and as the ethnic and corporeal ownership of national identity and local organic nature. These ethno-nationalist gestures informed the philology of the early modern era and generated arboreal and genealogical models of language, culminating most divisively in the race conscious discourse of the Indo-European hypothesis of the 19th century. The philosophical theories of organicism also contributed to these ideologies. The fundamentally nationalist conflation of race and language was and is the catalyst for subsequent permutations of ethnolinguistic discrimination, which continue today. Scholarship should scrutinize the tendency to overextend biological metaphors in the study of language, as these can encourage, however surreptitiously, genetic and racial impressions of language.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","I3XJ33BZ","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1515/9781934078266","label":"doi.org"}},{"key":"BM83RPGZ","type":"journalArticle","title":"Identity and interaction: a sociocultural linguistic approach","authors":[{"last":"Bucholtz","first":"Mary"},{"last":"Hall","first":"Kira"}],"editors":[],"year":"2005","date":"2005-10-00 10/2005","venue":"Discourse Studies","volume":"7","issue":"4-5","pages":"585-614","place":"","publisher":"","edition":"","doi":"10.1177/1461445605054407","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/1461445605054407","language":"en","abstract":"The article proposes a framework for the analysis of identity as produced in linguistic interaction, based on the following principles: (1) identity is the product rather than the source of linguistic and other semiotic practices and therefore is a social and cultural rather than primarily internal psychological phenomenon; (2) identities encompass macro-level demographic categories, temporary and interactionally specific stances and participant roles, and local, ethnographically emergent cultural positions; (3) identities may be linguistically indexed through labels, implicatures, stances, styles, or linguistic structures and systems; (4) identities are relationally constructed through several, often overlapping, aspects of the relationship between self and other, including similarity/difference, genuineness/artifice and authority/ delegitimacy; and (5) identity may be in part intentional, in part habitual and less than fully conscious, in part an outcome of interactional negotiation, in part a construct of others’ perceptions and representations, and in part an outcome of larger ideological processes and structures. The principles are illustrated through examination of a variety of linguistic interactions.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","F4U27E8B","LRDK6HC9","VCQDC8X5"],"link":{"href":"https://doi.org/10.1177/1461445605054407","label":"doi.org"}},{"key":"DXDFICES","type":"journalArticle","title":"Lingua Franca English, Multilingual Communities, and Language Acquisition","authors":[{"last":"Canagarajah","first":"Suresh"}],"editors":[],"year":"2007","date":"2007-12-00 12/2007","venue":"The Modern Language Journal","volume":"91","issue":"s1","pages":"923-939","place":"","publisher":"","edition":"","doi":"10.1111/j.1540-4781.2007.00678.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2007.00678.x","language":"en","abstract":"Firth and Wagner (1997)\n              questioned the dichotomies\n              nonnative\n              versus\n              native\n              speaker,\n              learner\n              versus\n              user\n              , and\n              interlanguage\n              versus\n              target language\n              , which reflect a bias toward innateness, cognition, and form in language acquisition. Research on lingua franca English (LFE) not only affirms this questioning, but reveals what multilingual communities have known all along: Language learning and use succeed through performance strategies, situational resources, and social negotiations in fluid communicative contexts. Proficiency is therefore practice‐based, adaptive, and emergent. These findings compel us to theorize language acquisition as multimodal, multisensory, multilateral, and, therefore, multidimensional. The previously dominant constructs such as form, cognition, and the individual are not ignored; they get redefined as hybrid, fluid, and situated in a more socially embedded, ecologically sensitive, and interactionally open model.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","6IPNB475","LS5EI9QZ","XMJGD4BA"],"link":{"href":"https://doi.org/10.1111/j.1540-4781.2007.00678.x","label":"doi.org"}},{"key":"FHFZB9CC","type":"bookSection","title":"Focus on Multilingualism as an Approach in Educational Contexts","authors":[{"last":"Cenoz","first":"Jasone"},{"last":"Gorter","first":"Durk"}],"editors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"year":"2014","date":"2014-00-00 2014","venue":"Heteroglossia as Practice and Pedagogy","volume":"20","issue":"","pages":"239-254","place":"Dordrecht","publisher":"Springer Netherlands","edition":"","doi":"10.1007/978-94-007-7856-6_13","isbn":"978-94-007-7855-9","url":"https://link.springer.com/10.1007/978-94-007-7856-6_13","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","BSUKJY3G","QE6LMK43"],"link":{"href":"https://doi.org/10.1007/978-94-007-7856-6_13","label":"doi.org"}},{"key":"L7IVHXYS","type":"journalArticle","title":"Reflecting on translanguaging in multilingual classrooms: Harnessing the power of poetry and photography","authors":[{"last":"Childs","first":"Margie"}],"editors":[],"year":"2016","date":"2016-04-01 2016-04-01","venue":"Educational Research for Social Change","volume":"5","issue":"1","pages":"22-40","place":"","publisher":"","edition":"","doi":"10.17159/2221-4070/2016/v5i1a2","isbn":"","url":"https://scielo.org.za/scielo.php?script=sci_arttext&pid=S2221-40702016000100003&lng=en&nrm=iso&tlng=en","language":"","abstract":"There is often a disconnect between the dominant language of the classroom and the home language of South African learners. Consequently, this may lead to dehumanising experiences in classrooms. This article explores the possibilities of using translanguaging to bring about humanising experiences for learners and teachers. Translanguaging is a means of providing planned and systematic use of the home language of learners with the language of the classroom in order to foster learning and teaching. A poetic inquiry is used to explore and make meaning of my understanding of what I observe in multilingual classroom contexts. Poetry and photography are used as data to support an argument for using translanguaging as a pedagogic tool to enable teaching and learning. Researcher-voiced poems (vox autobiographia) and literature-voiced poems (vox theoria) are employed to encapsulate understandings of the complexities and possibilities of teaching in multilingual classrooms. This inquiry reveals that translanguaging practices allow for fluid movement between the home and school language. Instead of being dehumanised by traditional language practices, teachers and learners are encouraged to bring their languages to the classroom. In so doing, they are able to experience being human as social, thinking, transforming, individuals participating with others in the world they inhabit together.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","HIUKBZ79","WMRY9PIB"],"link":{"href":"https://doi.org/10.17159/2221-4070/2016/v5i1a2","label":"doi.org"}},{"key":"6GMQ69KS","type":"bookSection","title":"Urban language in a rural setting, the case of the Phokeng, South Africa","authors":[{"last":"Cook","first":"S"}],"editors":[{"last":"Gmelch","first":"G"},{"last":"Zenner","first":"W"}],"year":"2002","date":"2002-00-00 2002","venue":"Urban life readings in the anthropology of the city","volume":"","issue":"","pages":"106-113","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Cook, S. (2002). Urban language in a rural setting, the case of the Phokeng, South Africa. In G. Gmelch & W. Zenner (Eds.), Urban life readings in the anthropology of the city (pp. 106– 113). Prospect Heights, IL: Wavela","cites":[],"citedBy":["3IK93XEB","8MUBE9VL","MMAGS46K","RPZWWINA"],"link":null},{"key":"DHMNZVEA","type":"book","title":"Language Planning and Social Change","authors":[{"last":"Cooper","first":"R.L"}],"editors":[],"year":"1989","date":"1989-00-00 1989","venue":"Cambridge University Press, Cambridge","volume":"","issue":"","pages":"","place":"","publisher":"Cambridge University Press, Cambridge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Cooper, R.L. (1989). Language Planning and Social Change. Cambridge University Press, Cambridge.","cites":[],"citedBy":["BSUKJY3G","CPYK44UV","LS5EI9QZ","SZP4YW7P"],"link":null},{"key":"GZQU5JIJ","type":"book","title":"M11ltiliteracies: Literacy learning and the design of soctal futures","authors":[{"last":"Cope","first":"B"},{"last":"Kalantzis","first":"M . (eds)"}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"Routledge","volume":"","issue":"","pages":"","place":"London and New York","publisher":"Routledge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Cope, B. and Kalantzis, M . (eds). (2000). M11ltiliteracies: Literacy learning and the design of soctal futures . London and New York: Routledge. . . Council of Europe. 2000. Common European framework of reference for la","cites":[],"citedBy":["IZ9M54S5","J9SRYLHF","JTKPPTBQ","SZP4YW7P"],"link":null},{"key":"59TKTXKM","type":"journalArticle","title":"Changing language regimes in globalizing environments","authors":[{"last":"Coulmas","first":"Florian"}],"editors":[],"year":"2005","date":"2005-01-18 2005-01-18","venue":"International Journal of the Sociology of Language","volume":"2005","issue":"175-176","pages":"","place":"","publisher":"","edition":"","doi":"10.1515/ijsl.2005.2005.175-176.3","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/ijsl.2005.2005.175-176.3/html","language":"","abstract":"Marketization, deregulation and participation are the major developments summarily referred to under the heading of globalization. Increasing interdependence and electronic communications that facilitate the exchange of information among individuals, organizations and societies are vital parts of this process. The spread of English, too, has been described as a causal and concomitant factor of globalization which, however, has many other implications for the world’s languages. In this paper I want to make some suggestions as to how globalization and language interact and, more specifically, how language regimes change under the influence of economic, political and cultural developments.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","SZP4YW7P","VCQDC8X5","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1515/ijsl.2005.2005.175-176.3","label":"doi.org"}},{"key":"58CB8H4W","type":"bookSection","title":"Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies","authors":[{"last":"Creese","first":"Angela"},{"last":"Martin","first":"Peter"}],"editors":[{"last":"Creese","first":"Angela"},{"last":"Martin","first":"Peter"}],"year":"2003","date":"2003-12-31 2003-12-31","venue":"Multilingual Classroom Ecologies","volume":"","issue":"","pages":"1-7","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781853596964-001","isbn":"978-1-85359-696-4","url":"https://www.degruyter.com/document/doi/10.21832/9781853596964-001/html","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","IT8JQS5W","L8DAV8AZ","RQL6E9LI"],"link":{"href":"https://doi.org/10.21832/9781853596964-001","label":"doi.org"}},{"key":"ZSJ9SQGL","type":"bookSection","title":"The role of primary language development in promoting educational success for language minority students","authors":[{"last":"Cummins","first":"J"}],"editors":[{"last":"California State Department of Education","first":""}],"year":"1981","date":"1981-00-00 1981","venue":"Schooling and Language Minority Students","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"CUMMINS, J., 1981b, The role of primary language development in promoting educational success for language minority students. In CALIFORNIA STATE DEPARTMENT OF EDUCATION (ed.), Schooling and Language Minority Students. A","cites":[],"citedBy":["BSUKJY3G","CPYK44UV","IZ9M54S5","ZJ6YREQY"],"link":null},{"key":"XUF8SZ7Z","type":"book","title":"Heritage Languages","authors":[{"last":"Cummins","first":"J"},{"last":"Danesi","first":"M"}],"editors":[],"year":"1990","date":"1990-00-00 1990","venue":"The Development and Denial of Canada’s Linguistic Resources","volume":"","issue":"","pages":"","place":"","publisher":"The Development and Denial of Canada’s Linguistic Resources","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Cummins, J., and Danesi, M. (1990). Heritage Languages. The Development and Denial of Canada’s Linguistic Resources. Our Schools/Our Selves Education Foundation, Toronto.","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","LS5EI9QZ","SZP4YW7P"],"link":null},{"key":"G65F8MJL","type":"bookSection","title":"Bilingual education","authors":[{"last":"Cummins","first":"Jim"}],"editors":[{"last":"Bourne","first":"Jill"},{"last":"Reid","first":"Euan"}],"year":"2003","date":"2003-00-00 2003","venue":"LANGUAGE EDUCATION","volume":"","issue":"","pages":"","place":"Abingdon, UK","publisher":"Taylor & Francis","edition":"","doi":"10.4324/9780203416709_chapter_1","isbn":"978-0-203-44716-1","url":"https://www.taylorfrancis.com/books/9780203416709","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.4324/9780203416709_chapter_1","label":"doi.org"}},{"key":"9X3S47UH","type":"journalArticle","title":"Positioning: The Discursive Production of Selves","authors":[{"last":"Davies","first":"Bronwyn"},{"last":"Harré","first":"Rom"}],"editors":[],"year":"1990","date":"1990-03-00 03/1990","venue":"Journal for the Theory of Social Behaviour","volume":"20","issue":"1","pages":"43-63","place":"","publisher":"","edition":"","doi":"10.1111/j.1468-5914.1990.tb00174.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1468-5914.1990.tb00174.x","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["DNFJEAKI","HIUKBZ79","LS5EI9QZ","MMAGS46K"],"link":{"href":"https://doi.org/10.1111/j.1468-5914.1990.tb00174.x","label":"doi.org"}},{"key":"SLCIRJH4","type":"journalArticle","title":"Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border","authors":[{"last":"Esquinca","first":"Alberto"},{"last":"Araujo","first":"Blanca"},{"last":"De La Piedra","first":"María Teresa"}],"editors":[],"year":"2014","date":"2014-05-04 2014-05-04","venue":"Bilingual Research Journal","volume":"37","issue":"2","pages":"164-181","place":"","publisher":"","edition":"","doi":"10.1080/15235882.2014.934970","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/15235882.2014.934970","language":"en","abstract":"The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ languages, including translanguaging, is recognized and validated. We illustrate how the teacher, Ms. O, guides students to use strategies and meaning-making tools in both languages to construct meanings of the science content. We also demonstrate how she scaffolds students’ language development, develops students’ higher-order thinking, and involves all students in constructing understanding. We end with a discussion and suggestions for dual-language teaching.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LRDK6HC9","LS5EI9QZ","S4N58IIR","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/15235882.2014.934970","label":"doi.org"}},{"key":"JL4WXUFY","type":"book","title":"Who Speaks What Language to Whom and When?","authors":[{"last":"Fishman","first":"J.A"}],"editors":[],"year":"1965","date":"1965-00-00 1965","venue":"—— (1966)","volume":"","issue":"","pages":"","place":"","publisher":"—— (1966)","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Fishman, J.A. (1965). “Who Speaks What Language to Whom and When?” La Linguistique 2, 67–88. —— (1966). Language Loyalty in the United States. The Maintenance and Perpetuation of Non-English Mother Tongues by American Et","cites":[],"citedBy":["36Z4BGGR","CPYK44UV","LS5EI9QZ","SZP4YW7P"],"link":null},{"key":"SBTJPHBV","type":"journalArticle","title":"A Critical Review of Bilingual Education in the United States: From Basements and Pride to Boutiques and Profit","authors":[{"last":"Flores","first":"Nelson"},{"last":"García","first":"Ofelia"}],"editors":[],"year":"2017","date":"2017-09-00 09/2017","venue":"Annual Review of Applied Linguistics","volume":"37","issue":"","pages":"14-29","place":"","publisher":"","edition":"","doi":"10.1017/S0267190517000162","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S0267190517000162/type/journal_article","language":"en","abstract":"ABSTRACT\n            In this article we connect the institutionalization of bilingual education to a post–Civil Rights racial formation that located the root of educational inequalities in the psychological condition of people of color in ways that obscured the structural barriers confronting communities of color. Within this context, bilingual education was institutionalized with the goal of instilling cultural pride in Latinx students in ways that would remediate their perceived linguistic deficiencies. This left bilingual educators struggling to develop affirmative spaces for Latinx children within a context where these students continued to be devalued by the broader school and societal context. More recent years have witnessed the dismantling of these affirmative spaces and their replacement with two-way immersion programs that seek to cater to White middle-class families. While these programs have offered new spaces for the affirmation of the bilingualism of Latinx children, they do little to address the power hierarchies between the low-income Latinx communities and White middle-class communities that are being served by these programs. We end with a call to situate struggles for bilingual education within broader efforts to combat the racialization of Latinx and other minoritized communities.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","LS5EI9QZ","S4N58IIR","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1017/S0267190517000162","label":"doi.org"}},{"key":"BHAB8GPK","type":"journalArticle","title":"Raciolinguistic chronotopes and the education of Latinx students: Resistance and anxiety in a bilingual school","authors":[{"last":"Flores","first":"Nelson"},{"last":"Lewis","first":"Mark C."},{"last":"Phuong","first":"Jennifer"}],"editors":[],"year":"2018","date":"2018-09-00 09/2018","venue":"Language & Communication","volume":"62","issue":"","pages":"15-25","place":"","publisher":"","edition":"","doi":"10.1016/j.langcom.2018.06.002","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0271530917302732","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","LPQURRBB","LS5EI9QZ","RQL6E9LI"],"link":{"href":"https://doi.org/10.1016/j.langcom.2018.06.002","label":"doi.org"}},{"key":"3X5NDUD5","type":"book","title":"Bilingual Education and Social Change","authors":[{"last":"Freeman","first":"R.D"}],"editors":[],"year":"1998","date":"1998-00-00 1998","venue":"Multilingual Matters, Clevedon","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters, Clevedon","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Freeman, R.D. (1998). Bilingual Education and Social Change. Multilingual Matters, Clevedon. —— (2004). Building on Community Biligualism. Caslon Publishing, Philadelphia, PA.","cites":[],"citedBy":["CPYK44UV","IT8JQS5W","MMAGS46K","SZP4YW7P"],"link":null},{"key":"ZHQQ6642","type":"book","title":"Brief history of U.S","authors":[{"last":"Gandara","first":"P., Losen, D., August, D., Uriarte, M., Gomez, M.C"},{"last":"Hopkins","first":"M"}],"editors":[],"year":"2010","date":"2010-00-00 2010","venue":"language policy","volume":"","issue":"","pages":"","place":"","publisher":"language policy","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Gandara, P., Losen, D., August, D., Uriarte, M., Gomez, M.C., & Hopkins, M. (2010). Brief history of U.S. language policy. In P. Gandara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language","cites":[],"citedBy":["8P3JFMRZ","AGFSLU69","EHUYCSJC","LRDK6HC9"],"link":null},{"key":"ZRNPS9FA","type":"book","title":"Colonial Crimes and Convivial Cultures","authors":[{"last":"Gilroy","first":"P"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Gilroy, P. 2006b. “Colonial Crimes and Convivial Cultures.” A transcript of a video letter made by Paul Gilroy in London and screened at the Public Hearing “Debating Independence: Autonomy or Voluntary Colonialism?” in N","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"HJHZK763","type":"book","title":"Funds of knowledge: Theorizing practices in households, communities, and classrooms","authors":[{"last":"González","first":"N., Moll, L. C"},{"last":"Amanti","first":"C. (Eds.)"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"Routledge","volume":"","issue":"","pages":"","place":"New York","publisher":"Routledge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York: Routledge.","cites":[],"citedBy":["EHUYCSJC","HIUKBZ79","Q6GDRPSJ","WMRY9PIB"],"link":null},{"key":"WTW2AEXK","type":"journalArticle","title":"Language education policy and multilingual assessment","authors":[{"last":"Gorter","first":"Durk"},{"last":"Cenoz","first":"Jasone"}],"editors":[],"year":"2017","date":"2017-05-04 2017-05-04","venue":"Language and Education","volume":"31","issue":"3","pages":"231-248","place":"","publisher":"","edition":"","doi":"10.1080/09500782.2016.1261892","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/09500782.2016.1261892","language":"en","abstract":"In this article, we establish direct links between language policy on the one hand and assessment in multilingual contexts on the other hand. We illustrate the bi-directional relationship with the examples of the USA, Canada, and the Basque Country. That comparison is placed in the context of the changing views about the use of languages in education where a shift can be observed away from an emphasis on separating languages to approaches that more closely suit daily practices of multilinguals. This concerns a shift from language isolation policies in language teaching and assessment towards more holistic approaches that consider language-as-resource and promote the use of the whole linguistic repertoire. However, the implementation of programs based on holistic approaches is limited and application in language assessment modest. Traditions and monolingual ideologies do not give way easily. We show some examples of creative new ways to develop multilingual competence and cross-lingual skills. The assessment of interventions with a multilingual focus point to a potential increase in learning outcomes. Multilingualism is a point of departure because in today's schools, students who speak different languages share the same class, while at the same time learning English (and other languages). We conclude that holistic approaches in language education policy and multilingual assessment need to substitute more traditional approaches.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","EHUYCSJC","HIUKBZ79","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1080/09500782.2016.1261892","label":"doi.org"}},{"key":"J9XT7QT9","type":"journalArticle","title":"Neurolinguists, beware! The bilingual is not two monolinguals in one person","authors":[{"last":"Grosjean","first":"François"}],"editors":[],"year":"1989","date":"1989-01-00 1/1989","venue":"Brain and Language","volume":"36","issue":"1","pages":"3-15","place":"","publisher":"","edition":"","doi":"10.1016/0093-934X(89)90048-5","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/0093934X89900485","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6QX932AH","I3XJ33BZ","LRDK6HC9","RPZWWINA"],"link":{"href":"https://doi.org/10.1016/0093-934X(89)90048-5","label":"doi.org"}},{"key":"BH97XXMF","type":"bookSection","title":"Shifting gender positions among Hindi-­speaking hijras","authors":[{"last":"Hall","first":"K"},{"last":"O’Donovan","first":"V"}],"editors":[],"year":"1996","date":"1996-00-00 1996","venue":"In: Rethinking Language and Gender Research: Theory and Practice (ed","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Hall, K. and O’Donovan, V. (1996). Shifting gender positions among Hindi-­speaking hijras. In: Rethinking Language and Gender Research: Theory and Practice (ed. V","cites":[],"citedBy":["8CAR8W94","HJB7RNNX","LS5EI9QZ","SZP4YW7P"],"link":null},{"key":"RKRTDP7D","type":"journalArticle","title":"Translanguaging and positioning in two-way dual language classrooms: a case for criticality","authors":[{"last":"Hamman","first":"Laura"}],"editors":[],"year":"2018","date":"2018-01-02 2018-01-02","venue":"Language and Education","volume":"32","issue":"1","pages":"21-42","place":"","publisher":"","edition":"","doi":"10.1080/09500782.2017.1384006","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/09500782.2017.1384006","language":"en","abstract":"This article examines the role of translanguaging practices and pedagogies in two-way dual language classrooms. Much of the recent expansion of dual language programs across the US has occurred in mid-sized cities and rural communities where English monolingualism is the norm; however, the extant literature on flexible language practices in bilingual learning spaces has largely ignored the implications of translanguaging in these contexts. This case study of a Midwestern dual language classroom provides evidence that flexible language practices can both bolster and hinder the aims of two-way programs. Drawing from these findings, I argue for the creation of a critical translanguaging space, a sociolinguistic learning environment that interrogates micro- and macro-level power flows in the classroom and establishes strategic spaces for language use.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/09500782.2017.1384006","label":"doi.org"}},{"key":"SERV4FXB","type":"book","title":"The ecology of language","authors":[{"last":"Haugen","first":"Einar"}],"editors":[],"year":"1972","date":"1972-00-00 1972","venue":"","volume":"","issue":"","pages":"","place":"http","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Haugen, Einar. 1972d. The ecology of language. http://history.lzu.edu.cn/editor/asp/ upfiles/file/201504/20150413155755110.pdf (30 November 2015).","cites":[],"citedBy":["EHUYCSJC","S4N58IIR","VCQDC8X5","YTJ3WPM2"],"link":null},{"key":"IFEMMMG8","type":"journalArticle","title":"Continua of Biliteracy","authors":[{"last":"Hornberger","first":"Nancy H."}],"editors":[],"year":"1989","date":"1989-09-00 09/1989","venue":"Review of Educational Research","volume":"59","issue":"3","pages":"271-296","place":"","publisher":"","edition":"","doi":"10.3102/00346543059003271","isbn":"","url":"https://journals.sagepub.com/doi/10.3102/00346543059003271","language":"en","abstract":"Although biliteracy is common worldwide, relatively little scholarly work has attended explicitly to it. This review draws from the literatures on literacy, bilingualism, and the teaching of reading, writing, and second and foreign languages to propose a framework for understanding biliteracy. It argues that the complex array of possible biliteracy configurations can be accounted for by understanding biliteracy in terms of a series of interrelated continua. These continua define the contexts, individual development, and media of biliteracy, and are as follows: micro-macro, oral-literate, monolingual-bilingual, reception-production, oral language-written language, first and second language transfer, simultaneous-successive exposure, similar-dissimilar language structures, and convergent-divergent scripts. An understanding of the intersecting and nested nature of the continua has implications for teaching and research in biliteracy.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["AGFSLU69","EHUYCSJC","IT8JQS5W","LS5EI9QZ"],"link":{"href":"https://doi.org/10.3102/00346543059003271","label":"doi.org"}},{"key":"9BUGPYSW","type":"journalArticle","title":"Creating Successful Learning Contexts for Bilingual Literacy","authors":[{"last":"Hornberger","first":"Nancy H."}],"editors":[],"year":"1990","date":"1990-12-00 12/1990","venue":"Teachers College Record: The Voice of Scholarship in Education","volume":"92","issue":"2","pages":"212-229","place":"","publisher":"","edition":"","doi":"10.1177/016146819009200202","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/016146819009200202","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["AGFSLU69","CPYK44UV","IT8JQS5W","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1177/016146819009200202","label":"doi.org"}},{"key":"8TCYVDQ4","type":"journalArticle","title":"Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice","authors":[{"last":"Hornberger","first":"Nancy H."},{"last":"Johnson","first":"David Cassels"}],"editors":[],"year":"2007","date":"2007-09-00 09/2007","venue":"TESOL Quarterly","volume":"41","issue":"3","pages":"509-532","place":"","publisher":"","edition":"","doi":"10.1002/j.1545-7249.2007.tb00083.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1002/j.1545-7249.2007.tb00083.x","language":"en","abstract":"In this article, we take up the call for more multilayered and ethnographic approaches to language policy and planning (LPP) research by sharing two examples of how ethnography can illuminate local interpretation and implementation. We offer ethnographic data collected in two very different institutions—the School District of Philadelphia and the Andean regional graduate program in bilingual intercultural education in Cochabamba, Bolivia—both of which act as intermediary agencies between national language policies and local educational initiatives. Drawing from long‐term ethnographic work in each context, we present excerpts from spoken and written discourse that shed light on the opening up or closing down of ideological and implementational spaces for multilingual language education policy and practice. We illustrate through our examples that ethnographic research can, metaphorically speaking, slice through the layers of the LPP onion (Ricento & Hornberger, 1996) to reveal agentive spaces in which local actors implement, interpret, and perhaps resist policy initiatives in varying and unique ways.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","IT8JQS5W","SZP4YW7P"],"link":{"href":"https://doi.org/10.1002/j.1545-7249.2007.tb00083.x","label":"doi.org"}},{"key":"3FLGPNB8","type":"book","title":"pp","authors":[{"last":"Horner","first":"Bruce, Min-Zhan Lu, Jacqueline Jones Royster"}],"editors":[],"year":"2011","date":"2011-00-00 2011","venue":"303-21","volume":"","issue":"","pages":"","place":"","publisher":"303-21","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Horner, Bruce, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur. “Language Difference in Writing: Toward a Translingual Approach.” College English, vol. 73, no. 3, 2011, pp. 303-21.","cites":[],"citedBy":["HIUKBZ79","IA2Z7QRP","Q6GDRPSJ"],"link":null},{"key":"XKUIM7G8","type":"journalArticle","title":"\"Translanguaging\" as a socially just pedagogy","authors":[{"last":"Hurst","first":"Ellen"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"Education as Change","volume":"21","issue":"2","pages":"126-148","place":"","publisher":"","edition":"","doi":"10.17159/1947-9417/2017/2015","isbn":"","url":"https://unisapressjournals.co.za/index.php/EAC/article/view/2015","language":"","abstract":"South African higher education relies primarily on English as the medium of education.This is a result of the colonial history of the country, yet it disadvantages a large section of South African students who undertake their education in a language that is not their first language.It also reproduces the monolingual norm and anglonormativity.This can be read as a social justice issue, since students are impacted negatively by discrimination through language.Indeed, recent protest movements, particularly Rhodes Must Fall, have highlighted language as a critical issue in the \"decolonisation\" of the university curriculum.This article presents translanguaging pedagogy as a way to address this issue; it analyses the implementation of translanguaging pedagogies in an introductory course at the University of Cape Town in 2015 and 2016.Through an analysis of lecturer reflections, classroom practice and assessments, it highlights how translanguaging pedagogies can empower students who are disempowered by English monolingualism and it demonstrates how students respond positively to these pedagogies.The article makes the argument that multilingual pedagogies are a necessary response to the current crisis in South African higher education.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","FXWU4ZMR","LS5EI9QZ"],"link":{"href":"https://doi.org/10.17159/1947-9417/2017/2015","label":"doi.org"}},{"key":"FWKPX74V","type":"book","title":"Foundations in sociolinguistics: An ethnographic approach","authors":[{"last":"Hymes","first":"D"}],"editors":[],"year":"1974","date":"1974-00-00 1974","venue":"University of Pennsylvania Press","volume":"","issue":"","pages":"","place":"Philadelphia","publisher":"University of Pennsylvania Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press","cites":[],"citedBy":["J9SRYLHF","LS5EI9QZ","U2RPB87S","VCQDC8X5"],"link":null},{"key":"B36ANBDE","type":"journalArticle","title":"Multimodality, resemiotization: extending the analysis of discourse as multi-semiotic practice","authors":[{"last":"Iedema","first":"Rick"}],"editors":[],"year":"2003","date":"2003-02-00 02/2003","venue":"Visual Communication","volume":"2","issue":"1","pages":"29-57","place":"","publisher":"","edition":"","doi":"10.1177/1470357203002001751","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/1470357203002001751","language":"en","abstract":"This article has the following two overarching aims. First, it traces the development of multimodal discourse analysis and sets out its main descriptive and analytical parameters; in doing so, the article highlights the specific advantages which the multimodal approach has to offer and exemplifies its application. The article also argues that the hierarchical arrangement of different semiotics (in the way common sense construes this) should not be lost from sight. Second, and related to this last point, the article will advance a complementary perspective to that of multimodality: resemiotization. Resemiotization is meant to provide the analytical means for (1) tracing how semiotics are translated from one into the other as social processes unfold, as well as for (2) asking why these semiotics (rather than others) are mobilized to do certain things at certain times. The article draws on a variety of empirical data to exemplify these two perspectives on visual communication and analysis.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["36Z4BGGR","39G77H6D","HJB7RNNX","U2RPB87S"],"link":{"href":"https://doi.org/10.1177/1470357203002001751","label":"doi.org"}},{"key":"KJFU6SCU","type":"journalArticle","title":"Transidiomatic practices: Language and power in the age of globalization","authors":[{"last":"Jacquemet","first":"Marco"}],"editors":[],"year":"2005","date":"2005-07-00 7/2005","venue":"Language & Communication","volume":"25","issue":"3","pages":"257-277","place":"","publisher":"","edition":"","doi":"10.1016/j.langcom.2005.05.001","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0271530905000248","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","LS5EI9QZ","VCQDC8X5","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1016/j.langcom.2005.05.001","label":"doi.org"}},{"key":"X2PLE88Z","type":"book","title":"Gesture Visible Action as Utterance","authors":[{"last":"Kendon","first":"Adam"}],"editors":[],"year":"2004","date":"2004-09-23 2004-09-23","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/CBO9780511807572","isbn":"978-0-521-83525-1","url":"https://www.cambridge.org/core/product/identifier/9780511807572/type/book","language":"","abstract":"Gesture, or visible bodily action that is seen as intimately involved in the activity of speaking, has long fascinated scholars and laymen alike. Written by a leading authority on the subject, this 2004 study provides a comprehensive treatment of gesture and its use in interaction, drawing on the analysis of everyday conversations to demonstrate its varied role in the construction of utterances. Adam Kendon accompanies his analyses with an extended discussion of the history of the study of gesture - a topic not dealt with in any previous publication - as well as exploring the relationship between gesture and sign language, and how the use of gesture varies according to cultural and language differences. Set to become the definitive account of the topic, Gesture will be invaluable to all those interested in human communication. Its publication marks a major development, both in semiotics and in the emerging field of gesture studies.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3AYZB73Q","BIW2T525"],"link":{"href":"https://doi.org/10.1017/CBO9780511807572","label":"doi.org"}},{"key":"EM7ZU7TA","type":"journalArticle","title":"Living in Simultaneous Worlds: Difference and Integration in Bilingual Script-learning","authors":[{"last":"Kenner","first":"Charmian"}],"editors":[],"year":"2004","date":"2004-02-00 02/2004","venue":"International Journal of Bilingual Education and Bilingualism","volume":"7","issue":"1","pages":"43-61","place":"","publisher":"","edition":"","doi":"10.1080/13670050408667800","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/13670050408667800","language":"en","abstract":"This paper proposes that young children who are growing up in a bilingual and biliterate environment may, at a fundamental level, experience their worlds not as separate linguistic and cultural entities but as 'simultaneous'. The data comes from a study of 6-year-olds in London who were learning to write in Chinese, Arabic or Spanish as well as English. Whilst being able to differentiate between their two writing systems, the children also sought connections between multiple systems of representation. They saw graphic symbols as 'signifier material' which could transform in meaning across systems. When making a text, the children had an expanded range of semiotic resources from which they could choose in order to represent and construct their identities as writers. The paper discusses how children's use of graphic representation showed that they were able both to maintain difference and to achieve integration.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","IZ9M54S5","L8DAV8AZ","SZP4YW7P"],"link":{"href":"https://doi.org/10.1080/13670050408667800","label":"doi.org"}},{"key":"Q3P22I5U","type":"bookSection","title":"Language Ideologies","authors":[{"last":"Kroskrity","first":"Paul V."}],"editors":[{"last":"Duranti","first":"Alessandro"}],"year":"2005","date":"2005-01-00 01/2005","venue":"A Companion to Linguistic Anthropology","volume":"","issue":"","pages":"496-517","place":"","publisher":"Wiley","edition":"1","doi":"10.1002/9780470996522.ch22","isbn":"978-0-631-22352-8","url":"https://onlinelibrary.wiley.com/doi/10.1002/9780470996522.ch22","language":"en","abstract":"Simply stated, “language ideologies” are the “beliefs, feelings, and conceptions about language structure and use which often index the political economic interests of individual speakers, ethnic and other interest groups, and nation-states” ( Kroskrity 2010 :192). While this vernacular definition suggests the dual focus on the linguistic awareness of speakers and on their positionality within socioeconomic systems that exhibit social inequality, it conceals the contested emergence of this orientation in the late 20th century. This chapter briefly outlines the origin of this linguistic anthropological concept in the late 20th century and traces its theoretical development and deployment into the early 21st century, emphasizing its more recent elaboration in two distinct but complementary directions. This treatment is both timely and necessary since, as Judith Irvine ( 2021 :222) observed, language ideologies—as theoretical movements—warrant assessment as it approaches its 50th year. This durability confirms that a “focus on language ideologies is not simply a fad or minor concern, but rather a foundational site from which to apprehend the dynamic nature of language and semiotic practice more broadly in social life” ( Rosa and Burdick 2017 ).","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1002/9780470996522.ch22","label":"doi.org"}},{"key":"A982Z4P4","type":"bookSection","title":"The Logic of Non-Standard English","authors":[{"last":"Labov","first":"W"}],"editors":[{"last":"Giglioli","first":"P."}],"year":"1972","date":"1972-00-00 1972","venue":"Language and Social Context","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Labov, W. (1972). The Logic of Non-Standard English. In P. Giglioli (ed.). Language and Social Context.","cites":[],"citedBy":["LS5EI9QZ","SZP4YW7P","VCQDC8X5","ZJ6YREQY"],"link":null},{"key":"LIBYWGT8","type":"bookSection","title":"Culture and language as factors in learning and education","authors":[{"last":"Lambert","first":"W.e"}],"editors":[{"last":"F.e. Aboud","first":""},{"last":"R.d. Meade","first":""}],"year":"1974","date":"1974-00-00 1974","venue":"Cultural Factors in Learning and Education. 5th Western Washington Symposium on Learning, Bellingham, Wash","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"LAMBERT, W.E., 1974, Culture and language as factors in learning and education. In F.E. ABOUD & R.D. MEADE (eds), Cultural Factors in Learning and Education. 5th Western Washington Symposium on Learning, Bellingham, Wash","cites":[],"citedBy":["8MUBE9VL","CPYK44UV","MZXWLSFT","S4N58IIR"],"link":null},{"key":"D6WAF89V","type":"journalArticle","title":"Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World","authors":[{"last":"Leung","first":"Constant"},{"last":"Valdés","first":"Guadalupe"}],"editors":[],"year":"2019","date":"2019-06-00 06/2019","venue":"The Modern Language Journal","volume":"103","issue":"2","pages":"348-370","place":"","publisher":"","edition":"","doi":"10.1111/modl.12568","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/modl.12568","language":"en","abstract":"The ideas and arguments associated with translanguaging have generated highly energized debates on a number of fundamental issues in linguistics, applied language studies and language education. Aspects of many long-held and apparently settled concepts such as ‘language/s’, ‘code switching’ and ‘Second Language Acquisition/Teaching’ have been fundamentally challenged. As has been acknowledged by scholars in the field, the discussions have at times led to polarized intellectual dispositions premised on particular disciplinary persuasions. In this Critical Review we offer a view from a language education perspective, with particular reference to additional/second/foreign language education in diverse socio-political contexts. We will first provide a historical context for the current debates on translanguaging by drawing attention to earlier efforts to make use of students’ own language to support additional language learning in an era of overwhelming monolingualism in language teaching. After that the discussion moves to the different approaches to translanguaging that have emerged and the pedagogic affordances and values attributed to them. In closing we raise a number conceptual and practice-related issues that would benefit from further deliberation and empirical research. Our view is that we are far from having exhausted the potentialities of translanguaging for educational development that may have impact beyond the classroom.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","HIUKBZ79","LPQURRBB","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1111/modl.12568","label":"doi.org"}},{"key":"QXAY82WM","type":"journalArticle","title":"Towards paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up","authors":[{"last":"Lin","first":"A. M. Y"}],"editors":[],"year":"2013","date":"2013-00-00 2013","venue":"TESOL Quarterly","volume":"47","issue":"3","pages":"521-545","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lin, A. M. Y. (2013). Towards paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up. TESOL Quarterly, 47(3), 521–545. Li Wei. (2011). Moment analysis and translanguaging space: D","cites":[],"citedBy":["I3XJ33BZ","LS5EI9QZ","MZXWLSFT","RQL6E9LI"],"link":null},{"key":"7VAXFX59","type":"bookSection","title":"Egalitarian Bi/multilingualism and Trans‐semiotizing in a Global World","authors":[{"last":"Lin","first":"Angel"}],"editors":[{"last":"Wright","first":"Wayne E."},{"last":"Boun","first":"Sovicheth"},{"last":"García","first":"Ofelia"}],"year":"2015","date":"2015-04-27 2015-04-27","venue":"The Handbook of Bilingual and Multilingual Education","volume":"","issue":"","pages":"17-37","place":"","publisher":"Wiley","edition":"1","doi":"10.1002/9781118533406.ch2","isbn":"978-1-118-53349-9","url":"https://onlinelibrary.wiley.com/doi/10.1002/9781118533406.ch2","language":"en","abstract":"Bi/multilingualism has always been part of everyday life in many cultures for many peoples in many epochs and in many places. This chapter summarizes key themes in the research literature on bi/multilingualism. It put forwards the notion of trans-semiotizing as a means of discussing some important theoretical and methodological issues and proposes some directions for critical interventions and future research. Colonialism has the damaging effect of essentializing bi/ multilingual language practices and identities, forcing what are fuzzy, dynamic and fluid practices into separate language and identity categories with tight, discrete boundaries. Hierarchical bilingualism has been firmly established in Hong Kong with English occupying high domains including higher education even after the handover of Hong Kong to China in 1997.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["7KQ3YA6E","LRDK6HC9","RPZWWINA","WMRY9PIB"],"link":{"href":"https://doi.org/10.1002/9781118533406.ch2","label":"doi.org"}},{"key":"BGBGKDD3","type":"book","title":"Myth: Bilingual education delays students’ acquisition of an additional language","authors":[{"last":"Lindholm-Leary","first":"Saunders"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"On the contrary, one of the major goals of bilingual education is the developmen","volume":"","issue":"","pages":"","place":"Fact","publisher":"On the contrary, one of the major goals of bilingual education is the developmen","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lindholm-Leary, Saunders, and Christian, 2006). Myth: Bilingual education delays students’ acquisition of an additional language. Fact: On the contrary, one of the major goals of bilingual education is the development of","cites":[],"citedBy":["IZ9M54S5","L8DAV8AZ","RPZWWINA","SZP4YW7P"],"link":null},{"key":"QNT2W8R5","type":"bookSection","title":"Some Consequences of Language Design: Codeswitching and the PF Interface","authors":[{"last":"MacSwan","first":"Jeff"},{"last":"Colina","first":"Sonia"}],"editors":[{"last":"MacSwan","first":"Jeff"}],"year":"2014","date":"2014-12-05 2014-12-5","venue":"Grammatical Theory and Bilingual Codeswitching","volume":"","issue":"","pages":"185-210","place":"","publisher":"The MIT Press","edition":"","doi":"10.7551/mitpress/8338.003.0011","isbn":"978-0-262-32035-1","url":"https://direct.mit.edu/books/book/3027/chapter/82713/Some-Consequences-of-Language-Design-Codeswitching","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["I3XJ33BZ","S4N58IIR","UCVERERJ","ZJ6YREQY"],"link":{"href":"https://doi.org/10.7551/mitpress/8338.003.0011","label":"doi.org"}},{"key":"I9DEE42T","type":"book","title":"In Hibert, L","authors":[{"last":"Madiba","first":"M"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"and van der Walt, C","volume":"","issue":"","pages":"","place":"","publisher":"and van der Walt, C","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Madiba, M. (2014). In Hibert, L. and van der Walt, C. (eds) Multilingual Universities in South Africa: Reflecting society in Higher Education. Toronto: Multilingual Matters. Makalela. (2014). Teaching indigenous African","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","UHK3Z89M","WMRY9PIB"],"link":null},{"key":"KL9TGK9E","type":"bookSection","title":"6. Teaching Indigenous African Languages to Speakers of Other African Languages: The Effects of Translanguaging for Multilingual Development","authors":[{"last":"Makalela","first":"Leketi"}],"editors":[{"last":"Hibbert","first":"Liesel"},{"last":"Van Der Walt","first":"Christa"}],"year":"2014","date":"2014-12-31 2014-12-31","venue":"Multilingual Universities in South Africa","volume":"","issue":"","pages":"88-104","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781783091669-008","isbn":"978-1-78309-166-9","url":"https://www.degruyter.com/document/doi/10.21832/9781783091669-008/html","language":"","abstract":"6. Teaching Indigenous African Languages to Speakers of Other African Languages: The Effects of Translanguaging for Multilingual Development was published in Multilingual Universities in South Africa on page 88.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LRDK6HC9","NW5UHYBI","UHK3Z89M"],"link":{"href":"https://doi.org/10.21832/9781783091669-008","label":"doi.org"}},{"key":"HZCPRJAW","type":"bookSection","title":"From misinvention to disinvention of language: Multilingualism and the South African Constitution","authors":[{"last":"Makoni","first":"S"}],"editors":[],"year":"2003","date":"2003-00-00 2003","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Makoni, S. (2003). From misinvention to disinvention of language: Multilingualism and the South African Constitution. In S","cites":[],"citedBy":["3IK93XEB","IZ9M54S5","NW5UHYBI","UHK3Z89M"],"link":null},{"key":"V73YPX6R","type":"bookSection","title":"Disinventing multilingualism","authors":[{"last":"Makoni","first":"Sinfree"},{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2009","date":"2009-09-25 2009-09-25","venue":"The Routledge Handbook of Multilingualism","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"","doi":"10.4324/9780203154427.ch25","isbn":"978-0-203-15442-7","url":"https://www.taylorfrancis.com/books/9780203154427","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC"],"link":{"href":"https://doi.org/10.4324/9780203154427.ch25","label":"doi.org"}},{"key":"DTGFIBYD","type":"journalArticle","title":"Translanguaging practices at a bilingual university: a case study of a science classroom","authors":[{"last":"Mazak","first":"Catherine M."},{"last":"Herbas-Donoso","first":"Claudia"}],"editors":[],"year":"2015","date":"2015-11-02 2015-11-02","venue":"International Journal of Bilingual Education and Bilingualism","volume":"18","issue":"6","pages":"698-714","place":"","publisher":"","edition":"","doi":"10.1080/13670050.2014.939138","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13670050.2014.939138","language":"en","abstract":"The objective of this ethnographic case study is to describe in detail one professor's translanguaging practices in an undergraduate science course at an officially bilingual university. The data-set is comprised of ethnographic field notes of 11 observed classes, audio recordings of those classes, an interview with the professor, and artifacts including the professor's presentations, academic readings assigned, quizzes, and exams. Translanguaging practices—moments when both Spanish and English were used in presentation of academic content—are identified, analyzed, and presented in detail. Results show that translanguaging was strategic, dynamic, and woven through the presentation of academic content. In addition, translanguaging served to apprentice the Spanish-dominant students into English for scientific purposes. The translanguaging practices documented here illustrate the possibilities for other multilingual university classrooms around the world.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HJB7RNNX","WMRY9PIB","YGNJR7WI","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/13670050.2014.939138","label":"doi.org"}},{"key":"96WSCUB3","type":"bookSection","title":"Professors translanguaging in practice: Three cases from a bilingual university","authors":[{"last":"Mazak","first":"C. M., Mendoza, F"},{"last":"Mangonez","first":"L. P"}],"editors":[{"last":"Mazak","first":"C. M"},{"last":"Carroll","first":"K. S"}],"year":"2017","date":"2017-00-00 2017","venue":"Translanguaging in higher education: Beyond mon","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Mazak, C. M., Mendoza, F., & Mangonez, L. P. (2017). Professors translanguaging in practice: Three cases from a bilingual university. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond mon","cites":[],"citedBy":["BSUKJY3G","I3XJ33BZ","RQL6E9LI","YTJ3WPM2"],"link":null},{"key":"ID6P2UNM","type":"journalArticle","title":"Practices of conformity and transgression in an out-of-school reading programme for ‘at risk’ children","authors":[{"last":"Moore","first":"Emilee"},{"last":"Vallejo","first":"Claudia"}],"editors":[],"year":"2018","date":"2018-02-00 02/2018","venue":"Linguistics and Education","volume":"43","issue":"","pages":"25-38","place":"","publisher":"","edition":"","doi":"10.1016/j.linged.2017.09.003","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0898589816301528","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","U2RPB87S","WMRY9PIB","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1016/j.linged.2017.09.003","label":"doi.org"}},{"key":"KHFMSMLV","type":"book","title":"Social Motivations For Codeswitching: Evidence from Africa","authors":[{"last":"Myers-Scotton","first":"Carol"}],"editors":[],"year":"1993","date":"1993-02-18 1993-02-18","venue":"Oxford University PressOxford","volume":"","issue":"","pages":"","place":"","publisher":"Oxford University PressOxford","edition":"","doi":"10.1093/oso/9780198239055.001.0001","isbn":"978-0-19-823905-5","url":"https://academic.oup.com/book/48387","language":"en","abstract":"Abstract\n            This is the first book-length treatment of the social motivations for codeswitching, that is, the use of two or more linguistic varieties in the same conversation. Using data from multilingual African contexts (mostly from conversations studied in Kenya), Carol Myers-Scotton advances a theoretical argument which aims at a general explanation of these motivations. She treats codeswitching as a type of skilled performance, not as the 'alternative strategy' of a person who cannot carry on a conversation in the language in which it began. When engaging in codeswitching, speakers exploit the socio-psychological values which have come to be associated with different linguistic varieties in a specific speech community: they switch codes in order to negotiate a change in social distance between themselves and other participants in the conversation, conveying this negotiation through the choice of a different code. Switching between languages, Professor Myers-Scoton suggests, has a good deal in common with making different stylistic choices within the same language: it ias as if bilingual and multilingual speakers have an additional style at their command when they engage in codeswitching between different languages.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","CPYK44UV","LPQURRBB","RQL6E9LI"],"link":{"href":"https://doi.org/10.1093/oso/9780198239055.001.0001","label":"doi.org"}},{"key":"DR8LZRRG","type":"bookSection","title":"Heteroglossic Practices in the Online Publishing Process: Complexities in Digital and Geographical Borderlands","authors":[{"last":"Noguerón-Liu","first":"Silvia"},{"last":"S. Warriner","first":"Doris"}],"editors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"year":"2014","date":"2014-00-00 2014","venue":"Heteroglossia as Practice and Pedagogy","volume":"20","issue":"","pages":"179-197","place":"Dordrecht","publisher":"Springer Netherlands","edition":"","doi":"10.1007/978-94-007-7856-6_10","isbn":"978-94-007-7855-9","url":"https://link.springer.com/10.1007/978-94-007-7856-6_10","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3AYZB73Q","BSUKJY3G","U2MZZYMC"],"link":{"href":"https://doi.org/10.1007/978-94-007-7856-6_10","label":"doi.org"}},{"key":"YUWHWBRU","type":"book","title":"Identity and Language Learning: Gender, ethnicity and educational change","authors":[{"last":"Norton","first":"Bonnie"}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"Longman/Pearson Education","volume":"","issue":"","pages":"","place":"London","publisher":"Longman/Pearson Education","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Norton, Bonnie 2000. Identity and Language Learning: Gender, ethnicity and educational change. London: Longman/Pearson Education. NOU/ Norges offentlige utredninger [Norwegian Committee Reports] 1985:14. Samisk kultur og","cites":[],"citedBy":["HIUKBZ79","IZ9M54S5","MMAGS46K","SZP4YW7P"],"link":null},{"key":"C7HLS5AK","type":"book","title":"Negotiation of identities in multilingual contexts","authors":[{"last":"Pavlenko","first":"A"},{"last":"Blackledge","first":"A. (Eds.)"}],"editors":[],"year":"2004","date":"2004-00-00 2004","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Clevedon, UK","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Pavlenko, A., & Blackledge, A. (Eds.) (2004). Negotiation of identities in multilingual contexts. Clevedon, UK: Multilingual Matters.","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","MMAGS46K","SZP4YW7P"],"link":null},{"key":"NMGCDQ4A","type":"book","title":"Global Englishesand transcultural flows","authors":[{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2007","date":"2007-00-00 2007","venue":"Routledge","volume":"","issue":"","pages":"","place":"London","publisher":"Routledge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Pennycook,Alastair. 2007.Global Englishesand transcultural flows. London: Routledge.","cites":[],"citedBy":["3H5HEYDC","JTKPPTBQ","LRDK6HC9","LS5EI9QZ"],"link":null},{"key":"KPG4D247","type":"book","title":"Language and Mobility: Unexpected Places","authors":[{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2012","date":"2012-12-31 2012-12-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781847697653","isbn":"978-1-84769-765-3","url":"https://www.degruyter.com/document/doi/10.21832/9781847697653/html","language":"","abstract":"This book looks at language in unexpected places. Through a series of personal and narrative accounts, it explores aspects of travel, mobility and locality to ask how languages, cultures and people turn up in unexpected places. What renders the unexpected so and how might we challenge our lines of expectation?","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["8P3JFMRZ","BSUKJY3G","HIUKBZ79","LS5EI9QZ"],"link":{"href":"https://doi.org/10.21832/9781847697653","label":"doi.org"}},{"key":"LQ8YNJ44","type":"bookSection","title":"Repertoires, registers and linguistic diversity","authors":[{"last":"Pennycook","first":"Alastair"}],"editors":[{"last":"Creese","first":"Angela"},{"last":"Blackledge","first":"Adrian"}],"year":"2018","date":"2018-02-21 2018-2-21","venue":"The Routledge Handbook of Language and Superdiversity","volume":"","issue":"","pages":"3-15","place":"","publisher":"Routledge","edition":"1","doi":"10.4324/9781315696010-2","isbn":"978-1-315-69601-0","url":"https://www.taylorfrancis.com/books/9781317444688/chapters/10.4324/9781315696010-2","language":"en","abstract":"Sociolinguistic responses to increasing diversity have either sought out new terminology (such as translanguaging ) or reinvigorated older terminology (such as registers and repertoires ) to come to terms with changing modes of language use. This chapter explores the history and redeployment of these older terms, from their origins in 1960s sociolinguistics and systemic-functional linguistics to their reemergence in a contemporary sociolinguistics of globalization. Viewing repertoires and registers (and enregisterment) as translingual practices opens up a new space for understanding registers as recognized cultural practices that occur across languages, and repertoires as a diversity of deployed multimodal resources.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["DNFJEAKI","EHUYCSJC","LS5EI9QZ","QNUBRZ3H"],"link":{"href":"https://doi.org/10.4324/9781315696010-2","label":"doi.org"}},{"key":"TDBLXPKV","type":"bookSection","title":"Pushing the Ontological Boundaries of English","authors":[{"last":"Pennycook","first":"Alastair"}],"editors":[{"last":"Hall","first":"Christopher J."},{"last":"Wicaksono","first":"Rachel"}],"year":"2020","date":"2020-01-02 2020-1-2","venue":"Ontologies of English","volume":"","issue":"","pages":"355-367","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/9781108685153.018","isbn":"978-1-108-68515-3","url":"https://www.cambridge.org/core/product/identifier/9781108685153%23CN-bp-18/type/book_part","language":"","abstract":"The questions of ontologies of English that this book poses come at a time of epistemological change in the fields of socio- and applied linguistics. The very fact that we can talk of ‘socio- and applied linguistics’ points to the coming together of these fields in ways that have usefully unsettled both. The translingual turn (García and Li Wei, 2014), for example, derives not so much from theoretical debates about language as from contexts of language education. Likewise, the ontological questions being asked in this book come from an applied linguistic orientation: most of the authors here are engaged in various aspects of English language education. This is a welcome move since it brings a theoretical debate about ontologies of English into a field often hampered by its pragmatism, while investigating these questions in the light of practical educational concerns (how does this matter for ELT practices?). There has been an unfortunate tendency to leave such questions to so-called ‘theoretical’ linguists, a serious oversight both because linguists have often failed in their task by assuming that the object of linguistic investigation – language or languages – is a known and settled entity (even if the epistemological questions of how it can be analysed have spawned a wide range of theoretical camps), and because applied linguists have failed as a result to ask the all-important questions that derive from a field of practice (Kramsch, 2015): what is it we’re actually dealing with?","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","QKEW8S7I","Z7G3375I"],"link":{"href":"https://doi.org/10.1017/9781108685153.018","label":"doi.org"}},{"key":"43C2C7LA","type":"book","title":"Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics","authors":[{"last":"Piller","first":"Ingrid"}],"editors":[],"year":"2016","date":"2016-05-01 2016-05-01","venue":"Oxford University Press","volume":"","issue":"","pages":"","place":"","publisher":"Oxford University Press","edition":"","doi":"10.1093/acprof:oso/9780199937240.001.0001","isbn":"978-0-19-993724-0","url":"https://academic.oup.com/book/26572","language":"","abstract":"Understanding and addressing linguistic disadvantage must be a central facet of the social justice agenda of our time. This book explores the ways in which linguistic diversity mediates social justice in liberal democracies undergoing rapid change due to high levels of migration and economic globalization. Focusing on the linguistic dimensions of economic inequality, cultural domination, and imparity of political participation, Linguistic Diversity and Social Justice employs a case-study approach to real-world instances of linguistic injustice. Linguistic diversity is a universal characteristic of human language but linguistic diversity is rarely neutral; rather it is accompanied by linguistic stratification and linguistic subordination. Domains critical to social justice include employment, education, and community participation. The book offers a detailed examination of the connection between linguistic diversity and inequality in these specific contexts within nation-states that are organized as liberal democracies. Inequalities exist not only between individuals and groups within a state but also between states. Therefore, the book also explores the role of linguistic diversity in global injustice with a particular focus on the spread of English as a global language. While much of the analysis in this book focuses on language as a means of exclusion, discrimination, and disadvantage, the concluding chapter asks what the content of linguistic justice might be.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","BSUKJY3G","HIUKBZ79","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1093/acprof:oso/9780199937240.001.0001","label":"doi.org"}},{"key":"B3F8ZJZI","type":"journalArticle","title":"Coloniality of Power and Eurocentrism in Latin America","authors":[{"last":"Quijano","first":"Aníbal"}],"editors":[],"year":"2000","date":"2000-06-00 06/2000","venue":"International Sociology","volume":"15","issue":"2","pages":"215-232","place":"","publisher":"","edition":"","doi":"10.1177/0268580900015002005","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/0268580900015002005","language":"en","abstract":"The globalization of the world is, in the first place, the culmination of a process that began with the constitution of America and world capitalism as a Euro-centered colonial/modern world power. One of the foundations of that pattern of power was the social classification of the world population upon the base of the idea of race, a mental construct that expresses colonial experience and that pervades the most important dimensions of world power, including its specific rationality: Eurocentrism. This article discusses some implications of that coloniality of power in Latin American history.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","LS5EI9QZ","MZXWLSFT","S4N58IIR"],"link":{"href":"https://doi.org/10.1177/0268580900015002005","label":"doi.org"}},{"key":"4K6YYS37","type":"bookSection","title":"Language crossing and redefining reality","authors":[{"last":"Rampton","first":"B"}],"editors":[{"last":"Auer","first":"P"}],"year":"2007","date":"2007-00-00 2007","venue":"Codeswitching in conversation: Language, interaction and identity","volume":"","issue":"","pages":"290-317","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Rampton, B. (2007). Language crossing and redefining reality. In P. Auer (Ed.), Codeswitching in conversation: Language, interaction and identity (pp. 290-317). New York, NY: Routledge.","cites":[],"citedBy":["BSUKJY3G","LPQURRBB","MMAGS46K","ZJ6YREQY"],"link":null},{"key":"KPE47K9D","type":"journalArticle","title":"Reconceptualizing “Home” and “School” Language: Taking a Critical Translingual Approach in the English Classroom","authors":[{"last":"Seltzer","first":"Kate"}],"editors":[],"year":"2019","date":"2019-12-00 12/2019","venue":"TESOL Quarterly","volume":"53","issue":"4","pages":"986-1007","place":"","publisher":"","edition":"","doi":"10.1002/tesq.530","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1002/tesq.530","language":"en","abstract":"This article adds to the growing body of literature that calls for shifts in teachers’ and researchers’ stance and practice toward a re‐seeing and re‐hearing of students for their linguistic assets and expertise. By taking up the theory of translanguaging (García, 2009; García & Li Wei, 2014) to understand students’ language practices, I trouble the labels and terms so often assigned to language minoritized students, particularly those that fall into the larger categories of “home” and “school” language. To do this, I draw on data collected during a yearlong ethnographic study of an 11th‐grade English language arts classroom in New York City. This study took up what I term a critical translingual approach (Seltzer, 2019), engaging language minoritized students—bilingual students as well as those students traditionally viewed as monolingual—in metalinguistic conversations, literacy activities, and writing that delved into the role language played in their identities and lived experiences. By centering students’ talk and writing about their own languages, this article serves as a call to educators and researchers to relinquish conceptualizations of “standard” or “native” language and to embrace those that foster students’ critical integration of new features into their existing linguistic repertoires.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LPQURRBB","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1002/tesq.530","label":"doi.org"}},{"key":"55QZIYI6","type":"journalArticle","title":"Translanguaging, learning and teaching in deaf education","authors":[{"last":"Swanwick","first":"Ruth"}],"editors":[],"year":"2017","date":"2017-07-03 2017-07-03","venue":"International Journal of Multilingualism","volume":"14","issue":"3","pages":"233-249","place":"","publisher":"","edition":"","doi":"10.1080/14790718.2017.1315808","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/14790718.2017.1315808","language":"en","abstract":"This paper critiques the role of translanguaging in deaf education by examining how, and under what conditions, translanguaging practices can enhance learning and teaching. The paper explores the premise that translanguaging represents an additive view of bilingualism and multilingualism for deaf learners and offers an innovative departure from, and not a re-packing of, traditional teaching methods in deaf education. In this context, the additive aspects of translanguaging are conceptualised as ways of seeing and responding to the language resources of deaf learners and ways of teaching that recognise and promote bilingual and multilingual (sign and spoken/written) language skills. The innovative aspects of translanguaging are explained in terms of the focus on language as a social phenomenon, the emphasis on individual repertoires and attention to the mindful use of languages in the classroom. Examples of learner and teacher translanguaging are given that illustrate what translanguaging offers to deaf education in terms of understanding and supporting the language repertoires of deaf learners and for the development of pedagogy. The paper concludes by suggesting the conditions under which these benefits can be realised.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","LS5EI9QZ","S4N58IIR","ZK9QJ8Q3"],"link":{"href":"https://doi.org/10.1080/14790718.2017.1315808","label":"doi.org"}},{"key":"7PWMN29U","type":"book","title":"School Effectiveness for Language Minority Students","authors":[{"last":"Thomas","first":"Wayne P"},{"last":"Collier","first":"Virginia"}],"editors":[],"year":"1997","date":"1997-00-00 1997","venue":"National Clearinghouse for Bilingual Education, George Washington University, Ce","volume":"","issue":"","pages":"","place":"Washington, DC","publisher":"National Clearinghouse for Bilingual Education, George Washington University, Ce","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Thomas, Wayne P., and Virginia Collier. 1997. School Effectiveness for Language Minority Students. Washington, DC: National Clearinghouse for Bilingual Education, George Washington University, Center for the Study of Lang","cites":[],"citedBy":["CPYK44UV","MZXWLSFT","SZP4YW7P","WMRY9PIB"],"link":null},{"key":"N5LS2IWV","type":"bookSection","title":"Faculty First: Promoting Translanguaging in TESOL Teacher Education","authors":[{"last":"Tian","first":"Zhongfeng"}],"editors":[{"last":"Lau","first":"Sunny Man Chu"},{"last":"Van Viegen","first":"Saskia"}],"year":"2020","date":"2020-00-00 2020","venue":"Plurilingual Pedagogies","volume":"42","issue":"","pages":"215-236","place":"Cham","publisher":"Springer International Publishing","edition":"","doi":"10.1007/978-3-030-36983-5_10","isbn":"978-3-030-36982-8","url":"https://link.springer.com/10.1007/978-3-030-36983-5_10","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","JYNCYHVX","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1007/978-3-030-36983-5_10","label":"doi.org"}},{"key":"4KAPFIKC","type":"journalArticle","title":"Translanguaging and named languages: productive tension and desire","authors":[{"last":"Turner","first":"Marianne"},{"last":"Lin","first":"Angel M. Y."}],"editors":[],"year":"2020","date":"2020-04-20 2020-04-20","venue":"International Journal of Bilingual Education and Bilingualism","volume":"23","issue":"4","pages":"423-433","place":"","publisher":"","edition":"","doi":"10.1080/13670050.2017.1360243","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13670050.2017.1360243","language":"en","abstract":"In this article, we address the epistemological conflict inherent in the relationship between named languages and translanguaging theory. Following with interest Turnbull’s (2016) reframing of foreign language education as bilingual education and García’s (2017) response, we see the logic of this reframing, but we also acknowledge García’s concern that the notion of deficit lies at the heart of language learning as it is commonly conceptualized, and this deficit construct sits uncomfortably within translanguaging epistemology. In the article, we draw on Bakhtin’s (1981) dialogical theory of language, Thibault’s (2011) distributed language view and the theoretical construct of desire as both a lack and an energy (Ahmed 2010) to suggest that the naming of languages needs to be incorporated into translanguaging theory in a way that acknowledges the social construct of ‘named languages’ as integral to the expansion of one’s linguistic repertoire as a whole. We make this suggestion in order to help develop translanguaging theory from a subaltern to a majority theory. We further suggest that language education can play a significant role in furthering the translanguaging project.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["UHK3Z89M"],"link":{"href":"https://doi.org/10.1080/13670050.2017.1360243","label":"doi.org"}},{"key":"F9H2R7UQ","type":"journalArticle","title":"“We talk in saltwater words”: Dimensionalisation of dialectal variation in multilingual Arnhem Land","authors":[{"last":"Vaughan","first":"Jill"}],"editors":[],"year":"2018","date":"2018-09-00 09/2018","venue":"Language & Communication","volume":"62","issue":"","pages":"119-132","place":"","publisher":"","edition":"","doi":"10.1016/j.langcom.2017.10.002","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0271530917302410","language":"en","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","IGFIVPGP","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1016/j.langcom.2017.10.002","label":"doi.org"}},{"key":"C2W7QDS5","type":"bookSection","title":"The translanguaging classroom: A space for many voices","authors":[{"last":"Vogel","first":"S., Ascenzi‑Moreno, L"},{"last":"García","first":"O"}],"editors":[{"last":"Cenoz","first":"A. Y. W"},{"last":"Gorter","first":"D"}],"year":"2018","date":"2018-00-00 2018","venue":"Second handbook of bilingualism and bilin‑ gual education","volume":"","issue":"","pages":"1-18","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Vogel, S., Ascenzi‑Moreno, L., & García, O. (2018). The translanguaging classroom: A space for many voices. In A. Y. W. Cenoz & D. Gorter (Eds.), Second handbook of bilingualism and bilin‑ gual education (pp. 1–18). Wile","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","MZXWLSFT","S4N58IIR"],"link":null},{"key":"U932X5NM","type":"journalArticle","title":"Scaffolding Instruction for English Language Learners: A Conceptual Framework","authors":[{"last":"Walqui","first":"Aída"}],"editors":[],"year":"2006","date":"2006-03-15 2006-03-15","venue":"International Journal of Bilingual Education and Bilingualism","volume":"9","issue":"2","pages":"159-180","place":"","publisher":"","edition":"","doi":"10.1080/13670050608668639","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/13670050608668639","language":"en","abstract":"Adolescent students learning academic subject matter in a new language face a number of challenges, both local and global in nature, as they negotiate the linguistic, academic and social world of schooling. Making a case for a pedagogy of rigour and hope, the author presents a model of scaffolding that emphasises the interactive social nature of learning and the contingent, collaborative nature of support and development. Drawing on Sociocultural Theory, as well as a large body of empirical research on effective practices with second language learners, the author examines the use of specific types of scaffolding to promote linguistic and academic develop-ment. The model, developed by the author, conceives of scaffolding as both structure and process, weaving together several levels of pedagogical support, from macro-level planning of curricula over time to micro-level moment-to-moment scaffolding and the contingent variation of support responsive to interactions as they unfold.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","IT8JQS5W","SZP4YW7P","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/13670050608668639","label":"doi.org"}},{"key":"88MZNF86","type":"book","title":"Languages in Contact, Findings and Problems","authors":[{"last":"Weinreich","first":"U"}],"editors":[],"year":"1953","date":"1953-00-00 1953","venue":"Linguistic Circle of New York, New York","volume":"","issue":"","pages":"","place":"","publisher":"Linguistic Circle of New York, New York","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Weinreich, U. (1953). Languages in Contact, Findings and Problems. Linguistic Circle of New York, New York.","cites":[],"citedBy":["I3XJ33BZ","SZP4YW7P","ZEUIJ42F","ZJ6YREQY"],"link":null},{"key":"V28IYCMC","type":"book","title":"The national immersion scheme guidance for teachers on subject language threshold: Accelerating the process of reaching the threshold","authors":[{"last":"Williams","first":"C"}],"editors":[],"year":"2012","date":"2012-00-00 2012","venue":"The Welsh Language Board","volume":"","issue":"","pages":"","place":"Bangor","publisher":"The Welsh Language Board","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":4,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Williams, C. (2012). The national immersion scheme guidance for teachers on subject language threshold: Accelerating the process of reaching the threshold. Bangor: The Welsh Language Board. INTERNATIONAL JOURNAL OF MULTI","cites":[],"citedBy":["6CP5JNSZ","BGX8JQ75","MMAGS46K","NW5UHYBI"],"link":null},{"key":"TE8F94UA","type":"journalArticle","title":"Mapping the field: Sociological perspectives on translation","authors":[{"last":"Wolf","first":"Michaela"}],"editors":[],"year":"2011","date":"2011-01-00 01/2011","venue":"International Journal of the Sociology of Language","volume":"2011","issue":"207","pages":"1-28","place":"","publisher":"","edition":"","doi":"10.1515/ijsl.2011.001","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/ijsl.2011.001/html","language":"","abstract":"In recent years, translating as a social practice has been increasingly determining daily routines in a globalizing world. Traditional approaches in Translation Studies have shown a certain awareness of these implications on translation and have progressively focused on socially oriented questions in translation. However, they have not coherently synthesized the various issues raised, and, consequently, most of these issues are still under-theorized. This paper aims to highlight sociological perspectives on translation, coming from both inside and outside the discipline over the last few years. Additionally, I will try to trace the conjunctions of Translation Studies and sociology in terms of their methodological contributions to the construction of a “sociology of translation”. The view of translation as a social practice entails specific questions which relate to the ethical and sociopolitical responsibility of the agents involved in the translation process. If these questions are taken further, it is paramount to take account of the shifting meanings attributed to the concept of translation as adopted within Translation Studies but also in other disciplines.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","G3MKL6QV","HQ7RRSLV"],"link":{"href":"https://doi.org/10.1515/ijsl.2011.001","label":"doi.org"}},{"key":"MVZ4XV9V","type":"journalArticle","title":"Language Ideology","authors":[{"last":"Woolard","first":"Kathryn A."},{"last":"Schieffelin","first":"Bambi B."}],"editors":[],"year":"1994","date":"1994-10-00 10/1994","venue":"Annual Review of Anthropology","volume":"23","issue":"1","pages":"55-82","place":"","publisher":"","edition":"","doi":"10.1146/annurev.an.23.100194.000415","isbn":"","url":"https://www.annualreviews.org/doi/10.1146/annurev.an.23.100194.000415","language":"en","abstract":"Infrastructures are material forms that allow for the possibility of exchange over space. They are the physical networks through which goods, ideas, waste, power, people, and finance are trafficked. In this article I trace the range of anthropological ...Read More","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ","S4N58IIR","SZP4YW7P","VCQDC8X5"],"link":{"href":"https://doi.org/10.1146/annurev.an.23.100194.000415","label":"doi.org"}},{"key":"UQPSZFLS","type":"bookSection","title":"Introduction Language Ideology as a field of inquiry","authors":[{"last":"Woolard","first":"Kathryn A"}],"editors":[{"last":"Schieffelin","first":"Bambi B"},{"last":"Woolard","first":"Kathryn A"},{"last":"Kroskrity","first":"Paul V"}],"year":"1998","date":"1998-05-28 1998-5-28","venue":"Language Ideologies","volume":"","issue":"","pages":"3-48","place":"","publisher":"Oxford University PressNew York, NY","edition":"","doi":"10.1093/oso/9780195105612.003.0001","isbn":"978-0-19-510561-2","url":"https://academic.oup.com/book/48343/chapter/421384126","language":"en","abstract":"Abstract\n            As Raymond Williams observed, “a definition of language is always, implicitly or explicitly, a definition of human beings in the world” (1977:21). The essays in this volume examine definitions and conceptions of language in a wide range of settings. They focus on how such defining activity organizes individuals, institutions, and their interrelations. Representations, whether explicit or implicit, that construe the intersection of language and human beings in a social world are what we mean by “language ideology.” There is as much cultural variation in ideas about language and about how communication works as a social process as there is in the very form of language (Bauman 1983:16; Hymes 1974:13-14, 31). However, language ideology is of anthropological importance not simply because of its ethnographic variability but because it is a mediating link between social forms and forms of talk (if I may be forgiven a turn of phrase that emphasizes product over process). As all of the contributions to this volume point out, ideologies of language are not about language alone. Rather, they envision and enact ties of language to identity, to aesthetics, to morality, and to epistemology. Through such linkages, they underpin not only linguistic form and use but also the very notion of the person and the social group, as well as such fundamental social institutions as religious ritual, child socialization, gender relations, the nation-state, schooling, and law.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["JS9DFKMQ","LS5EI9QZ","SZP4YW7P","VCQDC8X5"],"link":{"href":"https://doi.org/10.1093/oso/9780195105612.003.0001","label":"doi.org"}},{"key":"5EQFFIXQ","type":"journalArticle","title":"Your Average Nigga","authors":[{"last":"Young","first":"Vershawn Ashanti"}],"editors":[],"year":"2004","date":"2004-06-01 2004-06-01","venue":"College Composition & Communication","volume":"55","issue":"4","pages":"693-715","place":"","publisher":"","edition":"","doi":"10.58680/ccc20042779","isbn":"","url":"https://publicationsncte.org/content/journals/10.58680/ccc20042779","language":"en","abstract":"“Your Average Nigga” contends that just as exaggerating the differences between black and white language leaves some black speakers, especially those from the ghetto, at an impasse, so exaggerating and reifying the differences between the races leaves blacks in the impossible position of either having to try to be white or forever struggling to prove they’re black enough. In this essay I recount how I negotiated my own black ghettoto- middle class identity conflict as I facilitated classroom interactions with a black male student from the ghetto.","tags":[],"cited":4,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","HKMAGX8I","J9SRYLHF","JTKPPTBQ"],"link":{"href":"https://doi.org/10.58680/ccc20042779","label":"doi.org"}},{"key":"G29HWYC3","type":"journalArticle","title":"Translanguaging in English academic writing preparation","authors":[{"last":"Adamson","first":"John"},{"last":"Coulson","first":"David"}],"editors":[],"year":"2015","date":"2015-01-02 2015-01-02","venue":"International Journal of Pedagogies and Learning","volume":"10","issue":"1","pages":"24-37","place":"","publisher":"","edition":"","doi":"10.1080/22040552.2015.1084674","isbn":"","url":"http://www.tandfonline.com/doi/full/10.1080/22040552.2015.1084674","language":"en","abstract":"We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium instruction is typical, rather than full immersion. This means that both Japanese and English may be used in the teaching and completion of regular classes. Data from students’ answers to questionnaires and their written work over a three-year period demonstrate (a) how translanguaging facilitates completion of tasks and (b) the appearance of positive perceptions of students toward this policy. Further, content and language assessment criteria in writing, and the strategic use of Japanese language reading related to class themes, resulted in improved outcomes for most students of lower proficiency. Awareness of translanguaging among the students led to improved written work, and this enhanced authenticity and relevance to local purposes. Conclusions indicate that translanguaging in a partial English-medium context reflects the growing realities of English use as a Lingua Franca.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","HJB7RNNX","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1080/22040552.2015.1084674","label":"doi.org"}},{"key":"PGKXPFQ6","type":"journalArticle","title":"Voice, Footing, Enregisterment","authors":[{"last":"Agha","first":"Asif"}],"editors":[],"year":"2005","date":"2005-06-00 06/2005","venue":"Journal of Linguistic Anthropology","volume":"15","issue":"1","pages":"38-59","place":"","publisher":"","edition":"","doi":"10.1525/jlin.2005.15.1.38","isbn":"","url":"http://doi.wiley.com/10.1525/jlin.2005.15.1.38","language":"en","abstract":"The article argues that a fuller consideration of voicing phenomena clarifies the nature of processes whereby registers of language expand, change, or remain constant in the socialized competence of language users. The first half of the article describes the semiotic processes whereby voicing effects are recognized or identified by interactants. The second half discusses the role of discursive voices and figures in large-scale sociohistorical practices involving registers. The overall goal is to show that the social existence of registers depends on the semiotic activities of language users, particularly those characterized in this article as matters of \"alignment.\"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","HJB7RNNX","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1525/jlin.2005.15.1.38","label":"doi.org"}},{"key":"UAJA8A4R","type":"book","title":"Language and social relations (No","authors":[{"last":"Agha","first":"A"}],"editors":[],"year":"2007","date":"2007-00-00 2007","venue":"24)","volume":"","issue":"","pages":"","place":"","publisher":"24)","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Agha, A. (2007). Language and social relations (No. 24). Cambridge: Cambridge University Press.","cites":[],"citedBy":["G8PGLNGA","LS5EI9QZ","VUXHAXTX"],"link":null},{"key":"8TT8X87K","type":"book","title":"Language policy and national unity in South Africa/Azania","authors":[{"last":"Alexander","first":"N"}],"editors":[],"year":"1989","date":"1989-00-00 1989","venue":"Buchu Books","volume":"","issue":"","pages":"","place":"Cape Town, South Africa","publisher":"Buchu Books","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Alexander, N. (1989). Language policy and national unity in South Africa/Azania. Cape Town, South Africa: Buchu Books.","cites":[],"citedBy":["3IK93XEB","LS5EI9QZ","UHK3Z89M"],"link":null},{"key":"BYS7FZQ7","type":"bookSection","title":"Introducing Raciolinguistics","authors":[{"last":"Alim","first":"H. Samy"}],"editors":[{"last":"Alim","first":"H. Samy"},{"last":"Rickford","first":"John R."},{"last":"Ball","first":"Arnetha F."}],"year":"2016","date":"2016-11-03 2016-11-03","venue":"Raciolinguistics","volume":"","issue":"","pages":"1-30","place":"","publisher":"Oxford University Press","edition":"","doi":"10.1093/acprof:oso/9780190625696.003.0001","isbn":"978-0-19-062569-6","url":"https://academic.oup.com/book/8148/chapter/153635738","language":"","abstract":"This chapter outlines the central goals and concerns of the emerging field of language and race, or raciolinguistics. It begins by articulating a commitment to analyzing language and race together rather than as discrete and unconnected social processes. The chapter then makes numerous calls for researchers to look comparatively across ethnoracial and linguistic contexts to better understand the role of language in maintaining and challenging racism as a global system of capitalist oppression; to emphasize the linguistic and discursive construction of race and ethnicity while at the same time noting their endurance as social realities for subjugated racial and ethnic minorities; to consider the complexities of racialization within the rapidly changing demographic shifts and technological advances of the twenty-first century; and, finally, to develop antiracist strategies that impact public discourses on language, race, and education in what I refer to as “hyperracial” times.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ","PLXI6NI5","S4N58IIR"],"link":{"href":"https://doi.org/10.1093/acprof:oso/9780190625696.003.0001","label":"doi.org"}},{"key":"VC9NW7AV","type":"book","title":"The Role of the Native Language in the Literacy Development of Latino Students in the U.S","authors":[{"last":"Arteagoitia","first":"I"},{"last":"Howard","first":"E. R."}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Arteagoitia, I., and E. R. Howard. 2015. “The Role of the Native Language in the Literacy Development of Latino Students in the U.S.” In Multilingual Education: Between Language Learning and Translanguaging, edited by J.","cites":[],"citedBy":["6CP5JNSZ","6FMEZLMB","QE6LMK43"],"link":null},{"key":"56SFFIQC","type":"journalArticle","title":"Code switching and collusion: Classroom interaction in Botswana primary schools","authors":[{"last":"Arthur","first":"Jo"}],"editors":[],"year":"1996","date":"1996-01-00 1/1996","venue":"Linguistics and Education","volume":"8","issue":"1","pages":"17-33","place":"","publisher":"","edition":"","doi":"10.1016/S0898-5898(96)90004-2","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0898589896900042","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["IZ9M54S5","MMAGS46K","SZP4YW7P"],"link":{"href":"https://doi.org/10.1016/S0898-5898(96)90004-2","label":"doi.org"}},{"key":"WQ85UWCN","type":"book","title":"Alignment and interaction in a sociocognitive approach in second language acquisition","authors":[{"last":"Atkinson","first":"D., Churchill, E., Nishina, T"},{"last":"Okada","first":"H"}],"editors":[],"year":"2007","date":"2007-00-00 2007","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Atkinson, D., Churchill, E., Nishina, T. and Okada, H. (2007). \"Alignment and interaction in a sociocognitive approach in second language acquisition.\" l'vfodern Language Journal, 91, 2, 169-88.","cites":[],"citedBy":["J9SRYLHF","JTKPPTBQ"],"link":null},{"key":"N4RHILLX","type":"book","title":"Bilingual Conversation","authors":[{"last":"Auer","first":"P"}],"editors":[],"year":"1984","date":"1984-00-00 1984","venue":"John Benjamins Publishing Company","volume":"","issue":"","pages":"","place":"Amsterdam","publisher":"John Benjamins Publishing Company","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Auer, P. (1984). Bilingual Conversation. Amsterdam: John Benjamins Publishing Company.","cites":[],"citedBy":["BSUKJY3G","LRDK6HC9","ZEUIJ42F"],"link":null},{"key":"TEXCEZ89","type":"bookSection","title":"The Monolingual Bias in Bilingualism Research, or: Why Bilingual Talk is (Still) a Challenge For Linguistics","authors":[{"last":"Auer","first":"Peter"}],"editors":[{"last":"Heller","first":"Monica"}],"year":"2007","date":"2007-00-00 2007","venue":"Bilingualism: A Social Approach","volume":"","issue":"","pages":"319-339","place":"London","publisher":"Palgrave Macmillan UK","edition":"","doi":"10.1057/9780230596047_15","isbn":"978-1-4039-9678-7","url":"http://link.springer.com/10.1057/9780230596047_15","language":"en","abstract":"For a long time, linguists found it difficult to account for the use of two or more ‘languages’ within one utterance by the same speaker. It was acknowledged of course (from the nineteenth century onwards, at the latest) that languages can ‘borrow’ structures from other languages without ever returning them to the ‘owners’ (to stick to this somewhat problematic metaphorical field). No doubt languages such as German or, even more so, English had massively copied lexical and — to a lesser extent — grammatical elements (above all derivational affixes) from other languages, such as Latin or French. However, these borrowings were exclusively analysed post factum, i.e. after they had become fully incorporated into the borrowing language. Few linguists were interested in languages whose status was unstable and ambiguous; among them was the Austrian Hugo Schuchardt who investigated ‘mixed’ languages such as creoles and Romani varieties as early as 1884 and came to the conclusion ‘dass eine Sprache A ganz allmählich, durch fortgesetzte Mischung, in eine von ihr sehr verschiedene B übergehen kann’ [‘that a language A can transform slowly but steadily, by constant mixture, into a language B which is very different from it’]. He continued on a somewhat fatalistic note: ‘Für die Beantwortung der Frage aber ob sie an einem bestimmten Entwickelungspunkt noch A oder schon B zu nennen sind, fehlte es uns gänzlich an Kriterien’ [‘However, we would lack all criteria to answer the question whether they can still be called still A or already B at a certain point of development’] (1884: 10). These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","RPZWWINA","UCVERERJ"],"link":{"href":"https://doi.org/10.1057/9780230596047_15","label":"doi.org"}},{"key":"ABE3GJH6","type":"book","title":"Heteroglossia","authors":[{"last":"Bailey","first":"B"}],"editors":[],"year":"2012","date":"2012-00-00 2012","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Bailey, B. 2012. “Heteroglossia.” In The Routledge Handbook of Multilingualism, edited by M","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"7C5Z3YFM","type":"book","title":"Key Issues in Bilingualism and Bilingual Education","authors":[{"last":"Baker","first":"C"}],"editors":[],"year":"1988","date":"1988-00-00 1988","venue":"Multilingual Matters, Clevedon","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters, Clevedon","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Baker, C. (1988). Key Issues in Bilingualism and Bilingual Education. Multilingual Matters, Clevedon. —— (1995). A Parents’ and Teachers’ Guide to Bilingualism. Multilingual Matters, Clevedon. —— (1999). “Sign Language a","cites":[],"citedBy":["AGFSLU69","IT8JQS5W","SZP4YW7P"],"link":null},{"key":"UYQE2IVG","type":"bookSection","title":"Corpus Linguistics and Translation Studies — Implications and Applications","authors":[{"last":"Baker","first":"Mona"}],"editors":[{"last":"Baker","first":"Mona"},{"last":"Francis","first":"Gill"},{"last":"Tognini-Bonelli","first":"Elena"}],"year":"1993","date":"1993-06-01 1993-6-1","venue":"Text and Technology","volume":"","issue":"","pages":"233-250","place":"Amsterdam","publisher":"John Benjamins Publishing Company","edition":"","doi":"10.1075/z.64.15bak","isbn":"978-90-272-2138-4","url":"https://benjamins.com/catalog/z.64.15bak","language":"en","abstract":"2018. Chapter 8. Hybrid rhetorical structure in English Sociology research article abstracts. In Intercultural Perspectives on Research Writing [AILA Applied Linguistics Series, 18], ► pp. 175 ff.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6QX932AH","CPYK44UV","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1075/z.64.15bak","label":"doi.org"}},{"key":"J89ECYEA","type":"bookSection","title":"Increasing bilingualism in bilingual education","authors":[{"last":"Baker","first":"C"}],"editors":[{"last":"Morris","first":"D"}],"year":"2010","date":"2010-00-00 2010","venue":"Welsh in the 21st century","volume":"","issue":"","pages":"61-79","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Baker, C. (2010). Increasing bilingualism in bilingual education. In D. Morris (Ed.), Welsh in the 21st century (pp. 61–79). Cardiff, UK: University of Wales Press.","cites":[],"citedBy":["8MUBE9VL","LRDK6HC9"],"link":null},{"key":"BPJMYC4U","type":"journalArticle","title":"Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education","authors":[{"last":"Ballinger","first":"Susan"},{"last":"Lyster","first":"Roy"},{"last":"Sterzuk","first":"Andrea"},{"last":"Genesee","first":"Fred"}],"editors":[],"year":"2017","date":"2017-04-20 2017-4-20","venue":"Journal of Immersion and Content-Based Language Education","volume":"5","issue":"1","pages":"30-57","place":"","publisher":"","edition":"","doi":"10.1075/jicb.5.1.02bal","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/jicb.5.1.02bal","language":"en","abstract":"In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","BSUKJY3G","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1075/jicb.5.1.02bal","label":"doi.org"}},{"key":"J9UN5JTM","type":"book","title":"The guidebook to sociolinguistics","authors":[{"last":"Bell","first":"A"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"John Wiley & Sons","volume":"","issue":"","pages":"","place":"","publisher":"John Wiley & Sons","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Bell, A. (2014). The guidebook to sociolinguistics. John Wiley & Sons. Google Scholar Google Preview WorldCat COPAC","cites":[],"citedBy":["BSUKJY3G","QKEW8S7I","VCQDC8X5"],"link":null},{"key":"7SAXW9BG","type":"book","title":"The effect of bilingualism in children from Spanish–English low economic neighborhoods on cognitive development and cognitive strategy","authors":[{"last":"Ben-zeev","first":"S"}],"editors":[],"year":"1977","date":"1977-00-00 1977","venue":"Working Papers on Bilingualism 14, 83–122","volume":"","issue":"","pages":"","place":"","publisher":"Working Papers on Bilingualism 14, 83–122","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"BEN-ZEEV, S., 1977b, The effect of bilingualism in children from Spanish–English low economic neighborhoods on cognitive development and cognitive strategy. Working Papers on Bilingualism 14, 83–122.","cites":[],"citedBy":["CPYK44UV","IT8JQS5W","SZP4YW7P"],"link":null},{"key":"IRW6EHDY","type":"book","title":"Bilingualism in South Asia","authors":[{"last":"Bhatia","first":"T. K"},{"last":"Ritchie","first":"W. C"}],"editors":[],"year":"2004","date":"2004-00-00 2004","venue":"K","volume":"","issue":"","pages":"","place":"","publisher":"K","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Bhatia, T. K. and Ritchie, W. C. (2004). \"Bilingualism in South Asia.\" In T. K. Bhatia a11d W. C. Ritchie (eds), The handbook of bilingualism. Oxford: Blackwell, pp. 780-807. Biber, D . (2006). University lang1.1age: A c","cites":[],"citedBy":["J9SRYLHF","JTKPPTBQ"],"link":null},{"key":"TDNNH9W5","type":"book","title":"On the theoretical and empirical bases of translanguaging","authors":[{"last":"Bhatt","first":"R"},{"last":"Bolonyai","first":"A"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"Working Papers in Urban Language & Literacies","volume":"","issue":"","pages":"","place":"","publisher":"Working Papers in Urban Language & Literacies","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Bhatt, R., & Bolonyai, A. (2019). On the theoretical and empirical bases of translanguaging. Working Papers in Urban Language & Literacies. https://www.academia.edu/39950581/WP254_Bhatt_ and_Bolonyai_2019_On_the_theoreti","cites":[],"citedBy":["HIUKBZ79","LS5EI9QZ","WMRY9PIB"],"link":null},{"key":"8T2A5DVY","type":"journalArticle","title":"Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control","authors":[{"last":"Bialystok","first":"Ellen"},{"last":"Barac","first":"Raluca"}],"editors":[],"year":"2012","date":"2012-01-00 1/2012","venue":"Cognition","volume":"122","issue":"1","pages":"67-73","place":"","publisher":"","edition":"","doi":"10.1016/j.cognition.2011.08.003","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0010027711002046","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","BSUKJY3G","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1016/j.cognition.2011.08.003","label":"doi.org"}},{"key":"TF95GWG8","type":"journalArticle","title":"Interaction ritual and the body in a city meat market","authors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"editors":[],"year":"2020","date":"2020-01-01 2020-01-01","venue":"Social Semiotics","volume":"30","issue":"1","pages":"1-24","place":"","publisher":"","edition":"","doi":"10.1080/10350330.2018.1521355","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/10350330.2018.1521355","language":"en","abstract":"Service encounters are often fleeting interactions between strangers, which are beset with trip wires and obstacles. The potential for instability in such encounters is often countered by ritual interaction – small ceremonies in which civility is freely given, and transgression is accounted for and forgiven. Service encounters are not conducted through speech alone, but through embodied communication, in which interactants do not only speak, but point, smile, shrug, nod, gesture, grimace, and so on. In this paper, we consider the deployment of embodied communication, including but not limited to speech, as supportive and remedial interaction in a service encounter between a team of city centre butchers and a customer. The example is from extensive field work conducted in a four-year ethnographic research project across four cities in the UK. The analysis finds that in seeking to understand how people communicate in encounters with strangers, we must pay close attention not only to speech, but also to the ritual deployment of the body as a resource for communication.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ"],"link":{"href":"https://doi.org/10.1080/10350330.2018.1521355","label":"doi.org"}},{"key":"GCVH48TY","type":"bookSection","title":"Identity in applied linguistics","authors":[{"last":"Block","first":"David"}],"editors":[{"last":"Omoniyi","first":"Tope"},{"last":"White","first":"Goodith"}],"year":"2006","date":"2006-00-00 2006","venue":"The Sociolinguistics of Identity. London: Bloomsbury Publishing","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Block, David. 2006. Identity in applied linguistics. In Tope Omoniyi and Goodith White (eds.), The Sociolinguistics of Identity. London: Bloomsbury Publishing.","cites":[],"citedBy":["8CAR8W94","QKEW8S7I","VCQDC8X5"],"link":null},{"key":"WLP7GTSW","type":"bookSection","title":"The forms of capital","authors":[{"last":"Bourdieu","first":"P"}],"editors":[{"last":"Richardson","first":"J. G"}],"year":"1986","date":"1986-00-00 1986","venue":"Handbook of theory and research for the sociology of education","volume":"","issue":"","pages":"96-111","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 96–111). New York, NY: Greenwood Press.","cites":[],"citedBy":["HIUKBZ79","MMAGS46K","PLXI6NI5"],"link":null},{"key":"GFCXWH6V","type":"journalArticle","title":"Using thematic analysis in psychology","authors":[{"last":"Braun","first":"Virginia"},{"last":"Clarke","first":"Victoria"}],"editors":[],"year":"2006","date":"2006-01-00 01/2006","venue":"Qualitative Research in Psychology","volume":"3","issue":"2","pages":"77-101","place":"","publisher":"","edition":"","doi":"10.1191/1478088706qp063oa","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1191/1478088706qp063oa","language":"en","abstract":"Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","LS5EI9QZ","RCZDTX8S"],"link":{"href":"https://doi.org/10.1191/1478088706qp063oa","label":"doi.org"}},{"key":"JB4VZJLF","type":"book","title":"World English: A Study of its Development","authors":[{"last":"Brutt-Griffler","first":"Janina"}],"editors":[],"year":"2002","date":"2002-12-31 2002-12-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781853595790","isbn":"978-1-85359-579-0","url":"https://www.degruyter.com/document/doi/10.21832/9781853595790/html","language":"","abstract":"This text traces the history of English language spread from the 18th to the beginning of the 21st century, combining that with a study of its langauge change. It links linguistic and sociolinguistic variables that have conditioned the evolution and change of English, putting forward a new framework of language spread and change.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3IK93XEB","RQL6E9LI","SZP4YW7P"],"link":{"href":"https://doi.org/10.21832/9781853595790","label":"doi.org"}},{"key":"CMDHQH5G","type":"journalArticle","title":"Sociolinguistic nostalgia and the authentication of identity","authors":[{"last":"Bucholtz","first":"Mary"}],"editors":[],"year":"2003","date":"2003-08-00 08/2003","venue":"Journal of Sociolinguistics","volume":"7","issue":"3","pages":"398-416","place":"","publisher":"","edition":"","doi":"10.1111/1467-9481.00232","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9481.00232","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","LS5EI9QZ","VCQDC8X5"],"link":{"href":"https://doi.org/10.1111/1467-9481.00232","label":"doi.org"}},{"key":"SSN2ZWH8","type":"book","title":"Expanding the notion of the linguistic repertoire: on the concept ofSpracherleben—­the lived experience of language","authors":[{"last":"Busch","first":"B"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"amv030","volume":"","issue":"","pages":"","place":"Applied Linguistics 38 (3)","publisher":"amv030","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Busch, B. (2015). Expanding the notion of the linguistic repertoire: on the concept ofSpracherleben—­the lived experience of language. Applied Linguistics 38 (3): amv030. https://​doi.​org/​10.​1093/​applin/​amv030.","cites":[],"citedBy":["BIW2T525","LS5EI9QZ"],"link":null},{"key":"9TF6GKCU","type":"book","title":"Categorizing languages and speakers: Why linguists should mistrust census data and statistics","authors":[{"last":"Busch","first":"B"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Working Papers in Urban Language & Literacies 189","volume":"","issue":"","pages":"","place":"","publisher":"Working Papers in Urban Language & Literacies 189","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Busch, B. 2016. Categorizing languages and speakers: Why linguists should mistrust census data and statistics. Working Papers in Urban Language & Literacies 189. http://www.kcl.ac.uk/sspp/departments/education/research/l","cites":[],"citedBy":["BSUKJY3G","BW99NC43","U2RPB87S"],"link":null},{"key":"FPQX8KD5","type":"journalArticle","title":"A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language","authors":[{"last":"Butler","first":"Yuko Goto"},{"last":"Le","first":"Vi-Nhuan"}],"editors":[],"year":"2018","date":"2018-04-00 04/2018","venue":"System","volume":"73","issue":"","pages":"4-15","place":"","publisher":"","edition":"","doi":"10.1016/j.system.2017.07.005","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0346251X17300404","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79"],"link":{"href":"https://doi.org/10.1016/j.system.2017.07.005","label":"doi.org"}},{"key":"43ZV6JSV","type":"journalArticle","title":"Coordinated action, communication, and creativity in basketball in superdiversity","authors":[{"last":"Callaghan","first":"John"},{"last":"Moore","first":"Emilee"},{"last":"Simpson","first":"James"}],"editors":[],"year":"2018","date":"2018-01-02 2018-01-02","venue":"Language and Intercultural Communication","volume":"18","issue":"1","pages":"28-53","place":"","publisher":"","edition":"","doi":"10.1080/14708477.2017.1401694","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/14708477.2017.1401694","language":"en","abstract":"This paper examines the complex social space of basketball training sessions at a sports centre in superdiverse inner-city Leeds, contextualising the site in relation to stigmatising discourses that suggest disorderliness and a lack of social cohesion. The microanalysis of video data from the training sessions counteracts these discourses by showing how social orderliness, cooperation, and creativity unfold in the details of interaction. The significance of its contribution lies in its analysis of communication that bridges across semiotic modes, extending the concept of translanguaging to encompass embodied practice. This practice contributes to constituting a small culture within the basketball club.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ","U2RPB87S","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1080/14708477.2017.1401694","label":"doi.org"}},{"key":"2BZJRQGT","type":"bookSection","title":"Theorizing a competence for translingual practice at the contact zone","authors":[{"last":"Canagarajah","first":"S"}],"editors":[{"last":"May","first":"S"}],"year":"2014","date":"2014-00-00 2014","venue":"The multilingual turn: Implications for SLA, TESOL and bilingual education","volume":"","issue":"","pages":"78-102","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Canagarajah, S. (2014). Theorizing a competence for translingual practice at the contact zone. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 78–102). New York: Routledge","cites":[],"citedBy":["BSUKJY3G","RPZWWINA","VCQDC8X5"],"link":null},{"key":"88R9RBJV","type":"journalArticle","title":"Shuttling between scales in the workplace: Reexamining policies and pedagogies for migrant professionals","authors":[{"last":"Canagarajah","first":"Suresh"}],"editors":[],"year":"2016","date":"2016-06-00 06/2016","venue":"Linguistics and Education","volume":"34","issue":"","pages":"47-57","place":"","publisher":"","edition":"","doi":"10.1016/j.linged.2015.08.002","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0898589815000650","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","EHUYCSJC"],"link":{"href":"https://doi.org/10.1016/j.linged.2015.08.002","label":"doi.org"}},{"key":"RLZT2DRW","type":"journalArticle","title":"Mapungubwe: An historical and contemporary analysis of a hybrid heritage cultural landscape","authors":[{"last":"Carruthers","first":"J"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"African Protected Area Conservation and Science","volume":"49","issue":"1","pages":"1-13","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Carruthers, J. (2006). Mapungubwe: An historical and contemporary analysis of a hybrid heritage cultural landscape. Koedoe – African Protected Area Conservation and Science, 49(1), 1–13.","cites":[],"citedBy":["EHUYCSJC","NW5UHYBI","UHK3Z89M"],"link":null},{"key":"ENN7D45V","type":"book","title":"English Plus: Issues in Bilingual Education","authors":[{"last":"Cazden","first":"C.b"},{"last":"Snow","first":"C.E. (eds)"}],"editors":[],"year":"1990","date":"1990-00-00 1990","venue":"(The Annals of the American Academy of Political and Social Science Vol","volume":"","issue":"","pages":"","place":"","publisher":"(The Annals of the American Academy of Political and Social Science Vol","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"CAZDEN, C.B. & SNOW, C.E. (eds), 1990b, English Plus: Issues in Bilingual Education. (The Annals of the American Academy of Political and Social Science Vol. 508). London: Sage. CENOZ J., 1998, Multilingual education in","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"PFRQBPUN","type":"book","title":"Translanguaging in a multilingual class: a study of the relation between students’ languages and epistemological access in science","authors":[{"last":"Charamba","first":"E"}],"editors":[],"year":"2020","date":"2020-00-00 2020","venue":"1779–­1798","volume":"","issue":"","pages":"","place":"International Journal of Science Educati","publisher":"1779–­1798","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Charamba, E. (2020). Translanguaging in a multilingual class: a study of the relation between students’ languages and epistemological access in science. International Journal of Science Education 42 (11): 1779–­1798. htt","cites":[],"citedBy":["6CP5JNSZ","LS5EI9QZ","WMRY9PIB"],"link":null},{"key":"SJ8XCBFP","type":"book","title":"Knowledge of language: Its nature, origins, and use","authors":[{"last":"Chomsky","first":"N"}],"editors":[],"year":"1986","date":"1986-00-00 1986","venue":"Praeger","volume":"","issue":"","pages":"","place":"New York, NY","publisher":"Praeger","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Chomsky, N. (1986). Knowledge of language: Its nature, origins, and use. New York, NY: Praeger.","cites":[],"citedBy":["BSUKJY3G","WX4KMGDW","ZJ6YREQY"],"link":null},{"key":"ZA22XAEW","type":"book","title":"Using Language","authors":[{"last":"Clarke","first":"H"}],"editors":[],"year":"1996","date":"1996-00-00 1996","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Cambridge University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Clarke, H. 1996. Using Language. Cambridge: Cambridge University Press.","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"DP5H4R62","type":"bookSection","title":"The Goals of ELT","authors":[{"last":"Cook","first":"Vivian"}],"editors":[{"last":"Cummins","first":"Jim"},{"last":"Davison","first":"Chris"}],"year":"2007","date":"2007-00-00 2007","venue":"International Handbook of English Language Teaching","volume":"15","issue":"","pages":"237-248","place":"Boston, MA","publisher":"Springer US","edition":"","doi":"10.1007/978-0-387-46301-8_18","isbn":"978-0-387-46300-1","url":"http://link.springer.com/10.1007/978-0-387-46301-8_18","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6QX932AH","EHUYCSJC","XMJGD4BA"],"link":{"href":"https://doi.org/10.1007/978-0-387-46301-8_18","label":"doi.org"}},{"key":"W4VP9Z74","type":"book","title":"The Cambridge handbook of linguistic multi-competence (Cambridge handbooks in language and linguistics)","authors":[{"last":"Cook","first":"V"},{"last":"Li","first":"W. (Eds.)"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"Cambridge, UK","publisher":"Cambridge University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Cook, V., & Li, W. (Eds.). (2016). The Cambridge handbook of linguistic multi-competence (Cambridge handbooks in language and linguistics). Cambridge, UK: Cambridge University Press.","cites":[],"citedBy":["36Z4BGGR","39G77H6D","F4U27E8B"],"link":null},{"key":"4JBFFEKV","type":"book","title":"or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saff ron House, 6–10 Kirby Street, London EC1N 8TS","authors":[{"last":"Copyright","first":"Designs"},{"last":"Act","first":"Patents"}],"editors":[],"year":"1988","date":"1988-00-00 1988","venue":"Any person who does any","volume":"","issue":"","pages":"","place":"","publisher":"Any person who does any","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saff ron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any","cites":[],"citedBy":["APQBZZDV","MMAGS46K","SZP4YW7P"],"link":null},{"key":"QJYPPL53","type":"journalArticle","title":"Changing the idea of language: Nigel Love's perspective","authors":[{"last":"Cowley","first":"Stephen J."}],"editors":[],"year":"2017","date":"2017-05-00 05/2017","venue":"Language Sciences","volume":"61","issue":"","pages":"43-55","place":"","publisher":"","edition":"","doi":"10.1016/j.langsci.2016.09.008","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0388000116301024","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["36Z4BGGR","39G77H6D","IX54E4V6"],"link":{"href":"https://doi.org/10.1016/j.langsci.2016.09.008","label":"doi.org"}},{"key":"RJZKNIA3","type":"book","title":"Language Loyalties: A Sourcebook on the Official English Controversy","authors":[{"last":"Crawford","first":"J"}],"editors":[],"year":"1992","date":"1992-00-00 1992","venue":"University of Chicago Press, Chicago, IL","volume":"","issue":"","pages":"","place":"","publisher":"University of Chicago Press, Chicago, IL","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Crawford, J. (ed.) (1992). Language Loyalties: A Sourcebook on the Official English Controversy. University of Chicago Press, Chicago, IL. —— (2000). At War with Diversity. U.S. Language Policy in an Age of Anxiety. Mult","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"Q82YKHNC","type":"book","title":"Educating English learners: Language diversity in the classroom","authors":[{"last":"Crawford","first":"J"}],"editors":[],"year":"2004","date":"2004-00-00 2004","venue":"(5th ed","volume":"","issue":"","pages":"","place":"","publisher":"(5th ed","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Crawford, J. (2004). Educating English learners: Language diversity in the classroom. (5th ed., formerly Bilingual education: History, politics, theory and practice). Los Angeles, CA: Bilingual Educational Services, Inc.","cites":[],"citedBy":["MMAGS46K","YGLP4JSZ","ZJ6YREQY"],"link":null},{"key":"VXBE9ZZ6","type":"book","title":"Noticing and commenting on social difference: A translanguaging and translation perspective","authors":[{"last":"Creese","first":"A., Blackledge, A"},{"last":"Hu","first":"R"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Working Papers in Translanguaging and Translation, (WP","volume":"","issue":"","pages":"","place":"","publisher":"Working Papers in Translanguaging and Translation, (WP","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Creese, A., Blackledge, A., & Hu, R. (2016). Noticing and commenting on social difference: A translanguaging and translation perspective. Working Papers in Translanguaging and Translation, (WP. 10). Retrieved from http:/","cites":[],"citedBy":["BSUKJY3G","BW99NC43","Q6GDRPSJ"],"link":null},{"key":"PS5CRVMQ","type":"journalArticle","title":"Rethinking pedagogical assumptions in Canadian French immersion programs","authors":[{"last":"Cummins","first":"Jim"}],"editors":[],"year":"2014","date":"2014-03-07 2014-3-7","venue":"Journal of Immersion and Content-Based Language Education","volume":"2","issue":"1","pages":"3-22","place":"","publisher":"","edition":"","doi":"10.1075/jicb.2.1.01cum","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/jicb.2.1.01cum","language":"en","abstract":"Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages\n                    should be kept rigidly separate. This paper argues that although it\n              is\n              appropriate to maintain largely separate\n                    spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore\n                    bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional\n                    strategies are inherently superior. The central rationale for integration across languages is that learning efficiencies can be\n                    achieved when teachers explicitly draw their pupils’ attention to similarities and differences between their languages and\n                    reinforce effective learning strategies in a coordinated way across languages. The paper explores the interplay between bilingual\n                    and monolingual instructional strategies within French immersion programs, and bilingual education more generally, and suggests\n                    concrete strategies for optimizing students’ bilingual and biliteracy development.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6FMEZLMB","F4U27E8B","WMRY9PIB"],"link":{"href":"https://doi.org/10.1075/jicb.2.1.01cum","label":"doi.org"}},{"key":"42TL38WJ","type":"bookSection","title":"Teaching for Transfer in Multilingual School Contexts","authors":[{"last":"Cummins","first":"Jim"}],"editors":[{"last":"García","first":"Ofelia"},{"last":"Lin","first":"Angel M. Y."},{"last":"May","first":"Stephen"}],"year":"2017","date":"2017-00-00 2017","venue":"Bilingual and Multilingual Education","volume":"","issue":"","pages":"103-115","place":"Cham","publisher":"Springer International Publishing","edition":"","doi":"10.1007/978-3-319-02258-1_8","isbn":"978-3-319-02257-4","url":"http://link.springer.com/10.1007/978-3-319-02258-1_8","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1007/978-3-319-02258-1_8","label":"doi.org"}},{"key":"D6YFAZ22","type":"book","title":"Scaffolding to make translanguaging a classroom norm","authors":[{"last":"Daniel","first":"S., Jiménez, R. T., Pray, L"},{"last":"Pacheco","first":"M. B"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"TESOL Journal, 10, 1–14","volume":"","issue":"","pages":"","place":"","publisher":"TESOL Journal, 10, 1–14","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Daniel, S., Jiménez, R. T., Pray, L. & Pacheco, M. B. (2019). Scaffolding to make translanguaging a classroom norm. TESOL Journal, 10, 1–14. doi:10.1002/tesj.361 De Angelis, G. (2007). Third or Additional Language Learni","cites":[],"citedBy":["6CP5JNSZ","EHUYCSJC","WMRY9PIB"],"link":null},{"key":"2MPHR5BU","type":"book","title":"A thousand plateaus: Capitalism and schizophrenia (B","authors":[{"last":"Deleuze","first":"G"},{"last":"Guattari","first":"F"}],"editors":[],"year":"1987","date":"1987-00-00 1987","venue":"Massumi, Trans","volume":"","issue":"","pages":"","place":"","publisher":"Massumi, Trans","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Continuum. Google Scholar Google Preview WorldCat COPAC","cites":[],"citedBy":["QKEW8S7I","VCQDC8X5"],"link":null},{"key":"2J4N2HBP","type":"journalArticle","title":"Pluralist discourses of bilingualism and translanguaging talk in classrooms","authors":[{"last":"Durán","first":"Leah"},{"last":"Palmer","first":"Deborah"}],"editors":[],"year":"2014","date":"2014-09-00 09/2014","venue":"Journal of Early Childhood Literacy","volume":"14","issue":"3","pages":"367-388","place":"","publisher":"","edition":"","doi":"10.1177/1468798413497386","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/1468798413497386","language":"en","abstract":"This paper examines student and teacher talk in a first grade classroom in a two-way immersion school in Central Texas. Drawing on audio and video data from a year-long study in a first grade two-way classroom and using a methodology that fuses ethnography and discourse analysis, the authors explore how pluralist discourses are constructed and lived in by bilingual students and teachers. These findings have implications for understanding the ways in which teachers and students are influenced by language policy, as well as how they might either support or undermine that policy.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","LRDK6HC9","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1177/1468798413497386","label":"doi.org"}},{"key":"QNDG96SA","type":"journalArticle","title":"A bilingual child's struggle to comply with the ‘one parent‐one language’ rule","authors":[{"last":"Döpke","first":"Susanne"}],"editors":[],"year":"1992","date":"1992-01-00 01/1992","venue":"Journal of Multilingual and Multicultural Development","volume":"13","issue":"6","pages":"467-485","place":"","publisher":"","edition":"","doi":"10.1080/01434632.1992.9994510","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/01434632.1992.9994510","language":"en","abstract":"The onset of language differentiation in simultaneous bilinguals is currently debated heatedly (Taeschner, 1983; Vihman, 1985, 1986; Pye, 1986; Arnberg & Arnberg, 1985, 1988; deHower, 1987; Genesee, 1989). This paper will attempt a contribution to the debate. The study is based on monthly recordings of one bilingual child, exposed to German and English via the principle of ‘one parent‐one language’, between the ages of 2;0 and 2;5. In contrast to some of the earlier studies, the acquisition of sociolinguistic rules appears to precede the acquisition of structural rules. The difference in results is seen as an outcome of teaching strategies employed to enhance early differentiation between the languages. The author questions the assumption that children need to have developed a certain level of linguistic sophistication in order to ‘work out’ that they are exposed to two different languages.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","BSUKJY3G","CPYK44UV"],"link":{"href":"https://doi.org/10.1080/01434632.1992.9994510","label":"doi.org"}},{"key":"LUAGZLEI","type":"journalArticle","title":"Who's got the floor?","authors":[{"last":"Edelsky","first":"Carole"}],"editors":[],"year":"1981","date":"1981-12-00 12/1981","venue":"Language in Society","volume":"10","issue":"3","pages":"383-421","place":"","publisher":"","edition":"","doi":"10.1017/S004740450000885X","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S004740450000885X/type/journal_article","language":"en","abstract":"ABSTRACT\n            This study into the nature of “the floor” actually began as an open-ended inquiry into sex differences that might occur beyond the sentence level in the multi-party interaction of five informal committee meetings. Technical difficulties prompted the trying out of several different transcription displays, most of which failed to capture the “feel” of the interaction and each of which biased (in its own way) the perception of what had actually gone on. The type of unconventional display eventually used was intended to show the floor holder in the center of the page, flanked by co-occurring talk. Because there were many episodes for which a single floor holder could not be identified, the primary focus of the study shifted to the nature of the floor itself. Questions about sex differences became a secondary and succeeding focus.\n            In the analysis, “floor” and “turn” were distinguished on the basis of “participant-sense” rather than technical criteria. Two kinds of floors were subjectively identified: F1, a singly developed floor; and F2, a collaborative venture where several people seemed to be either operating on the same wavelength or engaging in a free-for-all. The two kinds of floors were differentiated objectively by such features as quantity and frequency participation, language functions, number of nonturn utterances, overlaps, and pauses. There were indeed sex/language differences, but these were related to the type of floor being developed. Men took more and longer turns and did more of the joking, arguing, directing, and soliciting of responses F1 's. Turn length and frequency differences were neutralized in F2's, and certain language functions were used by women to a greater extent in F2's than in F1 's. (Conversational analysis, gender and language, qualitative research methodology.)","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":{"href":"https://doi.org/10.1017/S004740450000885X","label":"doi.org"}},{"key":"SLRDVVNG","type":"book","title":"Multilingualism","authors":[{"last":"Edwards","first":"J"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"Routledge, London","volume":"","issue":"","pages":"","place":"","publisher":"Routledge, London","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Edwards, J. (1994). Multilingualism. Routledge, London. —— (2004). “Foundations of Bilingualism.” In T.K. Bhatia and W.C. Ritchie (eds.). The Handbook of Bilingualism. Blackwell, Malden, MA.","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"YF5ZS85V","type":"journalArticle","title":"Bimodal bilingualism","authors":[{"last":"Emmorey","first":"Karen"},{"last":"Borinstein","first":"Helsa B."},{"last":"Thompson","first":"Robin"},{"last":"Gollan","first":"Tamar H."}],"editors":[],"year":"2008","date":"2008-03-00 03/2008","venue":"Bilingualism: Language and Cognition","volume":"11","issue":"1","pages":"43-61","place":"","publisher":"","edition":"","doi":"10.1017/S1366728907003203","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S1366728907003203/type/journal_article","language":"en","abstract":"Speech–sign or “bimodal” bilingualism is exceptional because distinct modalities allow for simultaneous production of two languages. We investigated the ramifications of this phenomenon for models of language production by eliciting language mixing from eleven hearing native users of American Sign Language (ASL) and English. Instead of switching between languages, bilinguals frequently produced code-blends (simultaneously produced English words and ASL signs). Code-blends resembled co-speech gesture with respect to synchronous vocal–manual timing and semantic equivalence. When ASL was the Matrix Language, no single-word code-blends were observed, suggesting stronger inhibition of English than ASL for these proficient bilinguals. We propose a model that accounts for similarities between co-speech gesture and code-blending and assumes interactions between ASL and English Formulators. The findings constrain language production models by demonstrating the possibility of simultaneously selecting two lexical representations (but not two propositions) for linguistic expression and by suggesting that lexical suppression is computationally more costly than lexical selection.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","ZK9QJ8Q3"],"link":{"href":"https://doi.org/10.1017/S1366728907003203","label":"doi.org"}},{"key":"WHUBYWF2","type":"book","title":"Critical Language Awareness","authors":[{"last":"Fairclough","first":"Norman"}],"editors":[],"year":"1992","date":"1992-00-00 1992","venue":"Longman","volume":"","issue":"","pages":"","place":"London","publisher":"Longman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Fairclough, Norman (ed.) 1992. Critical Language Awareness. London: Longman.","cites":[],"citedBy":["BSUKJY3G","IZ9M54S5","LS5EI9QZ"],"link":null},{"key":"E6KNXRII","type":"bookSection","title":"Introduction: Frontiers and boundaries – African languages as political environment","authors":[{"last":"Fardon","first":"R"},{"last":"Furniss","first":"G"}],"editors":[{"last":"Fardon","first":"R"},{"last":"Furniss","first":"G"}],"year":"1994","date":"1994-00-00 1994","venue":"African languages, development and the state","volume":"","issue":"","pages":"1-32","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Fardon, R., & Furniss, G. (1994). Introduction: Frontiers and boundaries – African languages as political environment. In R. Fardon & G. Furniss (Eds.), African languages, development and the state (pp. 1–32). London: Ro","cites":[],"citedBy":["3IK93XEB","BSUKJY3G","IZ9M54S5"],"link":null},{"key":"3QZ958GQ","type":"bookSection","title":"The social science perspective","authors":[{"last":"Fishman","first":"Joshua A"}],"editors":[],"year":"1977","date":"1977-00-00 1977","venue":"Bilingual Education: Current Perspectives. Social Science","volume":"","issue":"","pages":"1-49","place":"Arlington","publisher":"Center for Applied Linguistics","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Fishman, Joshua A. 1977. ‘The social science perspective’. In Bilingual Education: Current Perspectives. Social Science. Arlington: Center for Applied Linguistics, 1 49.","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","MZXWLSFT"],"link":null},{"key":"VAELEQ5K","type":"book","title":"Mapungubwe: Ancient Bantu civilization on the Limpopo","authors":[{"last":"Foucher","first":"P"}],"editors":[],"year":"1937","date":"1937-00-00 1937","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Cambridge University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Foucher, P. (1937). Mapungubwe: Ancient Bantu civilization on the Limpopo. Cambridge: Cambridge University Press.","cites":[],"citedBy":["EHUYCSJC","NW5UHYBI","UHK3Z89M"],"link":null},{"key":"YLM5U2SZ","type":"bookSection","title":"Language of instruction: Developing literacy in second-language learners","authors":[{"last":"Francis","first":"D. J"},{"last":"Lesaux","first":"N"}],"editors":[{"last":"August","first":"D"},{"last":"Shanahan","first":"T"}],"year":"2006","date":"2006-00-00 2006","venue":"National literacy panel on language-minority children and youth","volume":"","issue":"","pages":"365-4","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Francis, D. J., & Lesaux, N. (2006). Language of instruction: Developing literacy in second-language learners. In D. August & T. Shanahan (Eds.), National literacy panel on language-minority children and youth (pp. 365–4","cites":[],"citedBy":["BGX8JQ75","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"BJWK9CBN","type":"book","title":"It’s a Small World: International Deaf Spaces and Encounters","authors":[{"last":"Friedner","first":"Michele"},{"last":"Annelies Kusters","first":"eds"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"Gallaudet University Press","volume":"","issue":"","pages":"","place":"Washington DC","publisher":"Gallaudet University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Friedner, Michele, and Annelies Kusters, eds. 2015. It’s a Small World: International Deaf Spaces and Encounters. Washington DC: Gallaudet University Press.","cites":[],"citedBy":["BIW2T525","ZK9QJ8Q3"],"link":null},{"key":"BM9KVBY6","type":"journalArticle","title":"Linguistic Knowledge and Subject Knowledge: How Does Bilingualism Contribute to Subject Development?","authors":[{"last":"Gajo","first":"Laurent"}],"editors":[],"year":"2007","date":"2007-09-15 2007-09-15","venue":"International Journal of Bilingual Education and Bilingualism","volume":"10","issue":"5","pages":"563-581","place":"","publisher":"","edition":"","doi":"10.2167/beb460.0","isbn":"","url":"https://www.tandfonline.com/doi/full/10.2167/beb460.0","language":"en","abstract":"Experiments in bilingual education in Europe increasingly appear under the abbreviation ‘CLIL’ (Content and Language Integrated Learning). The main concept in it seems to be that of integration, as yet little described in research and insufficiently made conscious and explicit in the teaching process. This paper aims at studying the modes of integration between language and content by identifying different types of knowledge at the crossroads between the linguistic paradigm and the subject paradigm. It is based on discourse and interaction analysis of classroom interaction sequences in various subjects. It proposes elements for a basic theoretical framework designed to sustain the view of CLIL as an alternative not only in second language didactics, but also in the didactics of non-linguistic subjects.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["IZ9M54S5","SZP4YW7P","ZEUIJ42F"],"link":{"href":"https://doi.org/10.2167/beb460.0","label":"doi.org"}},{"key":"9ST4C5DS","type":"bookSection","title":"Migration, Minorities and Multilingualism: Language Ideologies in Europe","authors":[{"last":"Gal","first":"Susan"}],"editors":[{"last":"Mar-Molinero","first":"Clare"},{"last":"Stevenson","first":"Patrick"}],"year":"2006","date":"2006-00-00 2006","venue":"Language Ideologies, Policies and Practices","volume":"","issue":"","pages":"13-27","place":"London","publisher":"Palgrave Macmillan UK","edition":"","doi":"10.1057/9780230523883_2","isbn":"978-0-230-58008-4","url":"http://link.springer.com/10.1057/9780230523883_2","language":"en","abstract":"For scholars of language-in-context, the terms ‘language, Europe and future’ participate in what many are calling language ideologies. That is, they label cultural ideas, presumptions and presuppositions with which different social groups name, frame and evaluate linguistic practices. My experience as a scholar made language ideologies impossible to ignore. For over thirty years I have thought I was writing about language in Europe . But in a certain sense I was not. The parts of the world I have written about most — Austria and Hungary — have only recently been admitted to the lofty regions that officially call themselves ‘Europe’. From another perspective, however, belonging to Europe has a complex history in the east of the continent that long predates the current insti­tutional arrangements of the European Union. If the definition of Europe changes with the perspective of the definer, it deserves analysis as an aspect of language ideology. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","UCVERERJ","VCQDC8X5"],"link":{"href":"https://doi.org/10.1057/9780230523883_2","label":"doi.org"}},{"key":"BWEGGEK8","type":"book","title":"Imagining Multilingual Schools: Languages in Education and Glocalization","authors":[{"last":"García","first":"Ofelia"},{"last":"Skutnabb-Kangas","first":"Tove"},{"last":"Torres-Guzmán","first":"María E."}],"editors":[],"year":"2006","date":"2006-07-31 2006-07-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.27939659","isbn":"978-1-85359-896-8","url":"http://www.jstor.org/stable/10.2307/jj.27939659","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6QX932AH","EHUYCSJC","SZP4YW7P"],"link":{"href":"https://doi.org/10.2307/jj.27939659","label":"doi.org"}},{"key":"9P8G7TDR","type":"book","title":"From English Language Learners to Emergent Bilinguals","authors":[{"last":"García","first":"O., Kleifgen, J.A"},{"last":"Falchi","first":"L"}],"editors":[],"year":"2008","date":"2008-00-00 2008","venue":"Research Review No","volume":"","issue":"","pages":"","place":"Equity Matters","publisher":"Research Review No","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"García, O., Kleifgen, J.A., and Falchi, L. (2008). From English Language Learners to Emergent Bilinguals. Equity Matters: Research Review No. 1. New York, NY: A Research Initiative of the Campaign for Educational Equity.","cites":[],"citedBy":["LS5EI9QZ","SZP4YW7P","WMRY9PIB"],"link":null},{"key":"62MHXFDR","type":"journalArticle","title":"Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto","authors":[{"last":"García","first":"Ofelia"},{"last":"Flores","first":"Nelson"},{"last":"Seltzer","first":"Kate"},{"last":"Wei","first":"Li"},{"last":"Otheguy","first":"Ricardo"},{"last":"Rosa","first":"Jonathan"}],"editors":[],"year":"2021","date":"2021-07-03 2021-07-03","venue":"Critical Inquiry in Language Studies","volume":"18","issue":"3","pages":"203-228","place":"","publisher":"","edition":"","doi":"10.1080/15427587.2021.1935957","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/15427587.2021.1935957","language":"en","abstract":"Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the “from the inside out” perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions about language, bilingualism, and education that are based on raciolinguistic ideologies with roots in colonialism. Adopting a translanguaging perspective that rejects rigid colonial boundaries of named languages, we argue that racialized bilingual learners, like all students, draw from linguistic-semiotic, cultural, and historical repertoires. The decolonial approach that guides our work reveals these students making a world by means of cultural and linguistic practices derived from their own knowledge systems. We propose that in order to attain justice and success, a decolonial education must center non-hegemonic modes of “otherwise thinking” by attending to racialized bilinguals’ knowledges and abilities that have always existed yet have continually been distorted and erased through abyssal thinking.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/15427587.2021.1935957","label":"doi.org"}},{"key":"7D5SJ2V3","type":"book","title":"Social linguistics and literacies: Ideology in discourses (2nd ed.)","authors":[{"last":"Gee","first":"J. P"}],"editors":[],"year":"1996","date":"1996-00-00 1996","venue":"Taylor & Francis","volume":"","issue":"","pages":"","place":"London","publisher":"Taylor & Francis","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.","cites":[],"citedBy":["BRK8A5JH","EHUYCSJC","SZP4YW7P"],"link":null},{"key":"7ADE84ZG","type":"bookSection","title":"Thick Description: Towards an interpretive theory of culture","authors":[{"last":"Geertz","first":"C"}],"editors":[{"last":"Geertz","first":"C"}],"year":"1973","date":"1973-00-00 1973","venue":"The Interpretation of Cultures: Selected Essays","volume":"","issue":"","pages":"3-30","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Geertz, C. (1973). Thick Description: Towards an interpretive theory of culture. In C. Geertz (Ed.), The Interpretation of Cultures: Selected Essays (pp. 3–30). New York: Basic Books.","cites":[],"citedBy":["BSUKJY3G","IA2Z7QRP","VCYH5R8M"],"link":null},{"key":"5CIAB4TS","type":"journalArticle","title":"Linguistic and Cultural Diversity in Europe: A Challenge for Educational Research and Practice","authors":[{"last":"Gogolin","first":"Ingrid"}],"editors":[],"year":"2002","date":"2002-01-00 01/2002","venue":"European Educational Research Journal","volume":"1","issue":"1","pages":"123-138","place":"","publisher":"","edition":"","doi":"10.2304/eerj.2002.1.1.3","isbn":"","url":"https://journals.sagepub.com/doi/10.2304/eerj.2002.1.1.3","language":"en","abstract":"Diversity of languages and cultural backgrounds is a common reality in European societies. But European educational systems do not adapt very well to this reality. It can be observed that a linguistic and cultural background different from the respective national one serves as a means of exclusion, of prevention from equal access. The contribution offers reflections about the question, if and how the traditional notion of nation contributes to the — in a democratic society — unwelcome stratification effects for children from immigrant minorities in Europe.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","ZEUIJ42F"],"link":{"href":"https://doi.org/10.2304/eerj.2002.1.1.3","label":"doi.org"}},{"key":"T68M5CKR","type":"journalArticle","title":"The Language Planning Situation in the Philippines","authors":[{"last":"Gonzalez","first":"Andrew"}],"editors":[],"year":"1998","date":"1998-09-00 09/1998","venue":"Journal of Multilingual and Multicultural Development","volume":"19","issue":"5","pages":"487-525","place":"","publisher":"","edition":"","doi":"10.1080/01434639808666365","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/01434639808666365","language":"en","abstract":"The article begins with the language profile of the Philippines based on census data and the sociolinguistics and historical literature of the languages (local and second, largely English) in the country. The uses of the languages in various domains, especially in the field of education are described, and current policy on the Philippine version of bilingual education discussed and evaluated. In the third section, on language policy and planning, a historical sketch of language planning from laws enacted, revised and policies implemented is given. The prospects for the future are weighed and some guesses and estimates made on the future of the local languages and the second language, English.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","IZ9M54S5","SZP4YW7P"],"link":{"href":"https://doi.org/10.1080/01434639808666365","label":"doi.org"}},{"key":"9G6TSSGL","type":"journalArticle","title":"Action and embodiment within situated human interaction","authors":[{"last":"Goodwin","first":"Charles"}],"editors":[],"year":"2000","date":"2000-09-00 9/2000","venue":"Journal of Pragmatics","volume":"32","issue":"10","pages":"1489-1522","place":"","publisher":"","edition":"","doi":"10.1016/S0378-2166(99)00096-X","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S037821669900096X","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1016/S0378-2166(99)00096-X","label":"doi.org"}},{"key":"59U334AQ","type":"bookSection","title":"Environmentally coupled gestures","authors":[{"last":"Goodwin","first":"C"}],"editors":[],"year":"2007","date":"2007-00-00 2007","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Goodwin, C. (2007). Environmentally coupled gestures. In S. D","cites":[],"citedBy":["BIW2T525","ZEUIJ42F"],"link":null},{"key":"JR6ZXD4C","type":"bookSection","title":"Multilingualism and European Minority Languages: The Case of Basque","authors":[{"last":"Gorter","first":"Durk"},{"last":"Zenotz","first":"Victoria"},{"last":"Etxague","first":"Xabier"},{"last":"Cenoz","first":"Jasone"}],"editors":[{"last":"Gorter","first":"Durk"},{"last":"Zenotz","first":"Victoria"},{"last":"Cenoz","first":"Jasone"}],"year":"2014","date":"2014-00-00 2014","venue":"Minority Languages and Multilingual Education","volume":"18","issue":"","pages":"201-220","place":"Dordrecht","publisher":"Springer Netherlands","edition":"","doi":"10.1007/978-94-007-7317-2_12","isbn":"978-94-007-7316-5","url":"https://link.springer.com/10.1007/978-94-007-7317-2_12","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","6FMEZLMB","QE6LMK43"],"link":{"href":"https://doi.org/10.1007/978-94-007-7317-2_12","label":"doi.org"}},{"key":"JJATYE2P","type":"book","title":"The Invention of Monolingualism","authors":[{"last":"Gramling","first":"D"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Bloomsbury Publishing USA","volume":"","issue":"","pages":"","place":"New York","publisher":"Bloomsbury Publishing USA","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Gramling, D. (2016). The Invention of Monolingualism. New York: Bloomsbury Publishing USA.","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","LS5EI9QZ"],"link":null},{"key":"W3MQKFFD","type":"book","title":"Selections from the Prison Notebooks","authors":[{"last":"Gramsci","first":"A"}],"editors":[],"year":"1971","date":"1971-00-00 1971","venue":"Q","volume":"","issue":"","pages":"","place":"","publisher":"Q","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Gramsci, A. (1971). Selections from the Prison Notebooks. Q. Hoare and G.N. Nowell-Smith (trans. and eds.). International Publishers, New York. —— (1988). An Antonio Gramsci Reader: Selected Writings, 1916–1935. Ed. by D","cites":[],"citedBy":["IZ9M54S5","SZP4YW7P","ZK9QJ8Q3"],"link":null},{"key":"C3K22R2B","type":"journalArticle","title":"Beyond “Culture”: Space, Identity, and the Politics of Difference","authors":[{"last":"Gupta","first":"Akhil"},{"last":"Ferguson","first":"James"}],"editors":[],"year":"1992","date":"1992-02-00 02/1992","venue":"Cultural Anthropology","volume":"7","issue":"1","pages":"6-23","place":"","publisher":"","edition":"","doi":"10.1525/can.1992.7.1.02a00020","isbn":"","url":"http://doi.wiley.com/10.1525/can.1992.7.1.02a00020","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":{"href":"https://doi.org/10.1525/can.1992.7.1.02a00020","label":"doi.org"}},{"key":"NCLSUMTF","type":"journalArticle","title":"Rethinking diversity: Hybridity and hybrid language practices in the third space","authors":[{"last":"Gutiérrez","first":"Kris D."},{"last":"Baquedano‐López","first":"Patricia"},{"last":"Tejeda","first":"Carlos"}],"editors":[],"year":"1999","date":"1999-01-00 01/1999","venue":"Mind, Culture, and Activity","volume":"6","issue":"4","pages":"286-303","place":"","publisher":"","edition":"","doi":"10.1080/10749039909524733","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/10749039909524733","language":"en","abstract":"In this article we provide a perspective on hybridity both as a theoretical lens for understanding diversity and a method for organizing learning. We argue that the use of multiple, diverse, and even conflicting mediational tools promotes the emergence of Third Spaces, or zones of development, thus expanding learning. Using examples from our ethnographic study of the literacy practices of one dual immersion elementary school classroom, we illustrate through an analysis of the discourse and literacy practices of the teacher and students in this culture of collaboration, how hybrid activities, roles, and practices can lead to productive contexts of development.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","Q6GDRPSJ","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1080/10749039909524733","label":"doi.org"}},{"key":"NNCWAAZ8","type":"book","title":"Mirror of Language: The Debate on Bilingualism","authors":[{"last":"Hakuta","first":"Kenji"}],"editors":[],"year":"1986","date":"1986-00-00 1986","venue":"Basic Books","volume":"","issue":"","pages":"","place":"New York","publisher":"Basic Books","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Hakuta, Kenji 1986. Mirror of Language: The Debate on Bilingualism. New York: Basic Books.","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"TJQT3JR3","type":"book","title":"How Long does it take English Learners to Attain Proficiency? University of California Linguistic Minority Research Institute Policy Report 2000–1 (See also","authors":[{"last":"Hakuta","first":"K., Butler, Y.g"},{"last":"Witt","first":"D"}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"HAKUTA, K., BUTLER, Y.G. & WITT, D., 2000, How Long does it take English Learners to Attain Proficiency? University of California Linguistic Minority Research Institute Policy Report 2000–1 (See also http://lmrinet.ucsb.","cites":[],"citedBy":["8P3JFMRZ","CPYK44UV","IZ9M54S5"],"link":null},{"key":"CXLHQB2X","type":"book","title":"An introduction to functional grammar (3rd ed.)","authors":[{"last":"Halliday","first":"M. A. K"},{"last":"Matthiessen","first":"C. M. I. M"}],"editors":[],"year":"2004","date":"2004-00-00 2004","venue":"Edward Arnold","volume":"","issue":"","pages":"","place":"","publisher":"Edward Arnold","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3rd ed.). Edward Arnold.","cites":[],"citedBy":["8P3JFMRZ","WMRY9PIB"],"link":null},{"key":"TLT24FYY","type":"bookSection","title":"On redefining linguistics","authors":[{"last":"Harris","first":"R"}],"editors":[{"last":"Davis","first":"H"},{"last":"Taylor","first":"T"}],"year":"1990","date":"1990-00-00 1990","venue":"Redefining linguistics","volume":"","issue":"","pages":"18-52","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Harris, R. (1990). On redefining linguistics. In H. Davis & T. Taylor (Eds.), Redefining linguistics (pp. 18–52). London: Routledge.","cites":[],"citedBy":["3IK93XEB","LS5EI9QZ","SZP4YW7P"],"link":null},{"key":"BVHBAKQ9","type":"book","title":"The Norwegian Language in America: A Study in Bilingual Behavior","authors":[{"last":"Haugen","first":"E"}],"editors":[],"year":"1953","date":"1953-00-00 1953","venue":"University of Pennsylvania Press, Philadelphia, PA","volume":"","issue":"","pages":"","place":"","publisher":"University of Pennsylvania Press, Philadelphia, PA","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Haugen, E. (1953). The Norwegian Language in America: A Study in Bilingual Behavior. University of Pennsylvania Press, Philadelphia, PA. —— (1972). Ecology of Language. Stanford University Press, Stanford, CA.","cites":[],"citedBy":["I3XJ33BZ","MZXWLSFT","SZP4YW7P"],"link":null},{"key":"FCNZE8FA","type":"book","title":"Ways with Words: Language, Life and Work in Communities and Classrooms","authors":[{"last":"Heath","first":"S.b"}],"editors":[],"year":"1983","date":"1983-00-00 1983","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Cambridge University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"HEATH, S.B., 1983, Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press. 454 FOUNDATIONS OF BILINGUAL EDUCATION","cites":[],"citedBy":["BRK8A5JH","CPYK44UV","IA2Z7QRP"],"link":null},{"key":"3JQ7DSJR","type":"book","title":"Voices of authority: Education and linguistic difference","authors":[{"last":"Heller","first":"Monica"}],"editors":[],"year":"2001","date":"2001-00-00 2001","venue":"Ablex","volume":"","issue":"","pages":"","place":"Westport, CT, and London","publisher":"Ablex","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Heller, Monica & Marilyn Martin-Jones (eds). 2001.Voices of authority: Education and linguistic difference. Westport, CT, and London: Ablex","cites":[],"citedBy":["6IPNB475","BSUKJY3G","JTKPPTBQ"],"link":null},{"key":"75MI8VHK","type":"bookSection","title":"Language as Resource in the Globalized New Economy","authors":[{"last":"Heller","first":"Monica"}],"editors":[{"last":"Coupland","first":"Nikolas"}],"year":"2010","date":"2010-08-06 2010-08-06","venue":"The Handbook of Language and Globalization","volume":"","issue":"","pages":"347-365","place":"","publisher":"Wiley","edition":"1","doi":"10.1002/9781444324068.ch15","isbn":"978-1-4051-7581-4","url":"https://onlinelibrary.wiley.com/doi/10.1002/9781444324068.ch15","language":"en","abstract":"10.1002/9781444324068.ch15.abs This chapter contains sections titled: What Is Global? What Is New? The Management of Linguistic Resources The Production, Distribution, and Attribution of Value to Linguistic Resources Language as Resource, Language as System: Nation–States and Post-Nationalism? References","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","MMAGS46K","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1002/9781444324068.ch15","label":"doi.org"}},{"key":"698R4L53","type":"journalArticle","title":"The case against bilingual and multilingual education in South Africa: Laying bare the myths: Many languages in education: issues of implementation","authors":[{"last":"Heugh","first":"K"}],"editors":[],"year":"2002","date":"2002-00-00 2002","venue":"Perspectives in Education","volume":"20","issue":"1","pages":"171-196","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Heugh, K. (2002). The case against bilingual and multilingual education in South Africa: Laying bare the myths: Many languages in education: issues of implementation. Perspectives in Education, 20(1), 171–196.","cites":[],"citedBy":["EHUYCSJC","IZ9M54S5","UHK3Z89M"],"link":null},{"key":"MZZZNUIE","type":"journalArticle","title":"Styling locally, styling globally: What does it mean?","authors":[{"last":"Hill","first":"Jane H."}],"editors":[],"year":"1999","date":"1999-11-00 11/1999","venue":"Journal of Sociolinguistics","volume":"3","issue":"4","pages":"542-556","place":"","publisher":"","edition":"","doi":"10.1111/1467-9481.00095","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9481.00095","language":"en","abstract":"In discussion of the papers in this special issue, we note that styling and crossing are not new phenomena, but are found world wide and are very old. This suggests that analyses of styling and crossing in comparative and historical perspective would be highly desirable. Such analysis will require rigorous macroanalytic characterizations of speakers and interlocutors in order to make comparison possible. The complex pragmatic effects of styling challenge both theory and method in pragmatics, but we will not fully understand what these challenges are until we attempt relatively formal analysis of these effects, which must include very large‐scale phenomena such as domination and appropriation versus transgression and liberation.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6IPNB475","JTKPPTBQ","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1111/1467-9481.00095","label":"doi.org"}},{"key":"HQ4D47XC","type":"journalArticle","title":"Native-speakerism","authors":[{"last":"Holliday","first":"A."}],"editors":[],"year":"2006","date":"2006-10-01 2006-10-01","venue":"ELT Journal","volume":"60","issue":"4","pages":"385-387","place":"","publisher":"","edition":"","doi":"10.1093/elt/ccl030","isbn":"","url":"https://academic.oup.com/eltj/article-lookup/doi/10.1093/elt/ccl030","language":"en","abstract":"Native-speakerism is a pervasive ideology within ELT, characterized by the belief that ‘native-speaker’ teachers represent a ‘Western culture’ from which spring the ideals both of the English language and of English language teaching methodology (Holliday 2005). Use of the concept follows a now established concern about political inequalities within ELT (for example, Canagarajah 1999, Kubota 2001, Pennycook 1994). However, other attempts to capture this inequality, for example ‘Centre’ vs. ‘Periphery’ (Phillipson 1992) and ‘BANA’ vs. ‘TESEP’ (Holliday 1994), have suffered from binary regional or cultural overgeneralization. Native-speakerism is seen instead as a divisive force which originates within particular educational cultures within the English-speaking West. While the adoption of and resistance to the ideology take place to a greater or lesser degree throughout the ELT world, the ‘native speaker’ ideal plays a widespread and complex iconic role outside as well as inside the English-speaking West. Although some regard the terms ‘native-’ and ‘non-native speaker’ as unviable on linguistic grounds (for example, Jenkins 2000: 8–9) and constructed for the preservation of a privileged in-group (for example, Braine 1999: xv, citing Kramsch), they have a very real currency within the popular discourse of ELT. What is important is that their everyday use reveals how the profession thinks about itself. That there is often a lack of awareness of their deeper political significance is indicative of the way in which ideologies typically operate (Fairclough 1995: 36). As a result, native-speakerist prejudice is often obscured by the apparent liberalism of ‘a nice field like TESOL’ (Kubota 2001, 2002). Throughout this article, thus, ‘native speaker’ and ‘non-native speaker’ have been placed in inverted commas in recognition of their ideological construction. The impact of native-speakerism can be seen in many aspects of professional life, from employment policy to the prese","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1093/elt/ccl030","label":"doi.org"}},{"key":"Q2GJB5J6","type":"bookSection","title":"Rock Point, A Navajo way to go to school","authors":[{"last":"Holm","first":"A"},{"last":"Holm","first":"W"}],"editors":[{"last":"C.b. Cazden","first":""},{"last":"C.e. Snow","first":""}],"year":"1990","date":"1990-00-00 1990","venue":"The Annals ofthe AmericanAcademyofPoliticalandSocialScience,Vol.508","volume":"","issue":"","pages":"170-184","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"HOLM, A. & HOLM, W., 1990, Rock Point, A Navajo way to go to school. In C.B. CAZDEN & C.E. SNOW(eds), The Annals ofthe AmericanAcademyofPoliticalandSocialScience,Vol.508,170–184.","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"AMXQCVSI","type":"journalArticle","title":"Emergent Grammar","authors":[{"last":"Hopper","first":"Paul"}],"editors":[],"year":"1987","date":"1987-09-10 1987-09-10","venue":"Annual Meeting of the Berkeley Linguistics Society","volume":"13","issue":"","pages":"139","place":"","publisher":"","edition":"","doi":"10.3765/bls.v13i0.1834","isbn":"","url":"http://journals.linguisticsociety.org/proceedings/index.php/BLS/article/view/1834","language":"","abstract":"Proceedings of the Thirteenth Annual Meeting of the Berkeley Linguistics Society (1987), pp. 139-157","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6IPNB475","J9SRYLHF","VCQDC8X5"],"link":{"href":"https://doi.org/10.3765/bls.v13i0.1834","label":"doi.org"}},{"key":"S8LJPNWM","type":"bookSection","title":"Co‑constructing school safetime: Safetalk practices in Peruvian and South African classrooms","authors":[{"last":"Hornberger","first":"N"},{"last":"Chick","first":"K"}],"editors":[{"last":"Heller","first":"M"}],"year":"2001","date":"2001-00-00 2001","venue":"Voices of Authority: Edu‑ cation and Linguistic Dif","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Hornberger, N., & Chick, K. (2001). Co‑constructing school safetime: Safetalk practices in Peruvian and South African classrooms. In M. Heller & M. Martin‑Jones (Eds.), Voices of Authority: Edu‑ cation and Linguistic Dif","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","WMRY9PIB"],"link":null},{"key":"43W8RHA2","type":"book","title":"Translation Quality Assessment: A Model Revisited","authors":[{"last":"House","first":"J"}],"editors":[],"year":"1997","date":"1997-00-00 1997","venue":"Tübingen","volume":"","issue":"","pages":"","place":"Narr","publisher":"Tübingen","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"House, J. 1997. Translation Quality Assessment: A Model Revisited. Narr: Tübingen.","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"PL6NK33Q","type":"book","title":"Decolonizing Epistemologies: Latina/o Theology and Philosophy","authors":[{"last":"Isasi-Diaz","first":"Ada Maria"},{"last":"Mendieta","first":"Eduardo"}],"editors":[],"year":"2011","date":"2011-11-01 2011-11-01","venue":"Fordham University Press","volume":"","issue":"","pages":"","place":"","publisher":"Fordham University Press","edition":"","doi":"10.5422/fordham/9780823241354.001.0001","isbn":"978-0-8232-4135-4","url":"http://fordham.universitypressscholarship.com/view/10.5422/fordham/9780823241354.001.0001/upso-9780823241354","language":"","abstract":"This anthology gathers the work of three generations of Latina/o theologians and philosopher who have taken up the task of transforming their respective disciplines from the standpoint of liberation and what has been called the “decolonial turn” in social theory, theology, and philosophy. This collection is focuses on the different ways in which Latina/o thinkers, activists, and public intellectuals are producing knowledge that addresses the unique social location of Latinas/os in the US. Instead of continuing to be represented, this group of scholars show the unsuspecting and original ways in which Latina/o locations in the US can be generative places for the development of new matrixes of knowledge. The book, thus, articulates a new point of departure for the self-understanding of not simply Latina/os, but also US citizens in this new age of post-colonialism and globalization.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.5422/fordham/9780823241354.001.0001","label":"doi.org"}},{"key":"M2ISXA67","type":"book","title":"The Implementation of a Bilingual Instructional Model: The New Concurrent Approach","authors":[{"last":"Jacobson","first":"R"}],"editors":[],"year":"1981","date":"1981-00-00 1981","venue":"Gonzalez (ed","volume":"","issue":"","pages":"","place":"","publisher":"Gonzalez (ed","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Jacobson, R. (1981). “The Implementation of a Bilingual Instructional Model: The New Concurrent Approach.” In P. Gonzalez (ed.). Proceedings of the Eighth Annual International Bilingual Bicultural Education Conference at","cites":[],"citedBy":["IZ9M54S5","SZP4YW7P","ZJ6YREQY"],"link":null},{"key":"95MV39GK","type":"book","title":"On Linguistic Aspects of Translation","authors":[{"last":"Jakobson","first":"Roman"}],"editors":[],"year":"1959","date":"1959-00-00 1959","venue":"by Andrew Reuben, 232–239","volume":"","issue":"","pages":"","place":"","publisher":"by Andrew Reuben, 232–239","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Jakobson, Roman. 1959. “On Linguistic Aspects of Translation.” In On Translation, ed. by Andrew Reuben, 232–239. Cambridge, MA: Harvard University Press.  ​ doi: 10.4159/harvard.9780674731615.c18","cites":[],"citedBy":["8CH5IITT","BW99NC43","LS5EI9QZ"],"link":null},{"key":"TTHPFIFC","type":"journalArticle","title":"Modelling linguistic diversity at school: the excluding impact of inclusive multilingualism","authors":[{"last":"Jaspers","first":"Jürgen"}],"editors":[],"year":"2015","date":"2015-05-00 5/2015","venue":"Language Policy","volume":"14","issue":"2","pages":"109-129","place":"","publisher":"","edition":"","doi":"10.1007/s10993-014-9332-0","isbn":"","url":"http://link.springer.com/10.1007/s10993-014-9332-0","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","HQFR9JPG","MMAGS46K"],"link":{"href":"https://doi.org/10.1007/s10993-014-9332-0","label":"doi.org"}},{"key":"9C9ND67R","type":"book","title":"Critical Perspectives on Linguistic Fixity and Fluidity: Languagised Lives","authors":[{"last":"Jaspers","first":"Jürgen"},{"last":"Madsen","first":"Lian Malai"}],"editors":[],"year":"2019","date":"2019-01-15 2019-1-15","venue":"Routledge","volume":"","issue":"","pages":"","place":"New York ; London : Routledge, 2018. | Series: Routledge critical studies in multilingualism ; 19","publisher":"Routledge","edition":"1","doi":"10.4324/9780429469312","isbn":"978-0-429-46931-2","url":"https://www.taylorfrancis.com/books/9780429890390","language":"en","abstract":"This volume offers a critical perspective on current views on linguistic fixity and fluidity in sociolinguistics and highlights empirical accounts alternative to prevailing trends in the field. Featuring accounts from a broad range of regional contexts, the collection takes stock of such terms as \"polylingualism\", \"metrolingualism\" and \"translanguaging\" to question perceptions around multilingual and monolingual language use. The book critiques the status of fluid language use as a more \"natural\" language practice and in turn, its greater potential for corresponding social transformation, demonstrating the value of linguistic fixity and the continuous debate between fixity and fluidity in multilingual speakers' lives. In providing these accounts, the book seeks not to advocate for linguistic fixity or fluidity, but to argue that sociolinguists pay close attention to the way both types of linguistic practice open up or close down avenues for social transformation. This collection is a key reading for graduate students and scholars in sociolinguistics, multilingualism, and linguistic anthropology.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","LS5EI9QZ","QKEW8S7I"],"link":{"href":"https://doi.org/10.4324/9780429469312","label":"doi.org"}},{"key":"VQF5JWXL","type":"bookSection","title":"Welcome: Synthetic personalization and commodification of sociability in the linguistic landscape of global tourism","authors":[{"last":"Jaworski","first":"A"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Jaworski, A. (2014). Welcome: Synthetic personalization and commodification of sociability in the linguistic landscape of global tourism. In B","cites":[],"citedBy":["BSUKJY3G","LS5EI9QZ","QKEW8S7I"],"link":null},{"key":"TQK4E8J5","type":"bookSection","title":"Glossary of transcript symbols with an introduction","authors":[{"last":"Jefferson","first":"Gail"}],"editors":[{"last":"Lerner","first":"Gene H."}],"year":"2004","date":"2004-08-31 2004-8-31","venue":"Pragmatics & Beyond New Series","volume":"125","issue":"","pages":"13-31","place":"Amsterdam","publisher":"John Benjamins Publishing Company","edition":"","doi":"10.1075/pbns.125.02jef","isbn":"978-90-272-5367-5","url":"https://benjamins.com/catalog/pbns.125.02jef","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","LRDK6HC9","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1075/pbns.125.02jef","label":"doi.org"}},{"key":"LJWBWC7X","type":"bookSection","title":"Standard, codification and sociolinguistic realism: The English language in the outer circle","authors":[{"last":"Kachru","first":"Braj B"}],"editors":[{"last":"Widdowson","first":"Henry"}],"year":"1985","date":"1985-00-00 1985","venue":"English in the world: Teaching and learning the langua","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kachru, Braj B. (1985). Standard, codification and sociolinguistic realism: The English language in the outer circle. In: Quirk, Randolph and Widdowson, Henry (eds). English in the world: Teaching and learning the langua","cites":[],"citedBy":["EHUYCSJC","SZP4YW7P","VCQDC8X5"],"link":null},{"key":"SUAUGNE9","type":"book","title":"Language Planning: From Practice to Theory","authors":[{"last":"Kaplan","first":"Robert B."},{"last":"Baldauf Jr","first":"Richard B."}],"editors":[],"year":"1997","date":"1997-12-31 1997-12-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781800418059","isbn":"978-1-80041-805-9","url":"https://www.degruyter.com/document/doi/10.21832/9781800418059/html","language":"","abstract":"Reviewing the field of language policy and planning, this text sets out current practice and ways of thinking about language policy and planning, looking at methodology and the key areas of education, literacy and economics. Case studies of key language planning and policy issues are included.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV","EHUYCSJC","SZP4YW7P"],"link":{"href":"https://doi.org/10.21832/9781800418059","label":"doi.org"}},{"key":"KQFVMWQ2","type":"bookSection","title":"Many languages, many modalities: Finnish Sign Language users as learners of English","authors":[{"last":"Kelly","first":"R., Tapio, E"},{"last":"Dufva","first":"H"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kelly, R., Tapio, E., & Dufva, H. (2015). Many languages, many modalities: Finnish Sign Language users as learners of English. In T","cites":[],"citedBy":["BIW2T525","F4U27E8B"],"link":null},{"key":"KT2YXX4Y","type":"book","title":"Indigenous Language Education in Bolivia and Ecuador: Contexts, Changes and Challenges","authors":[{"last":"King","first":"K.A"},{"last":"Benson","first":"C"}],"editors":[],"year":"2004","date":"2004-00-00 2004","venue":"Tollefson and A","volume":"","issue":"","pages":"","place":"","publisher":"Tollefson and A","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"King, K.A., and Benson, C. (2004). “Indigenous Language Education in Bolivia and Ecuador: Contexts, Changes and Challenges.” In J.W. Tollefson and A.B.M. Tsui (eds.). Medium of Instruction Policies. Which Agenda? Whose A","cites":[],"citedBy":["BRK8A5JH","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"8SJ4UWPK","type":"bookSection","title":"Setting the path: Implications for teachers and teacher educators","authors":[{"last":"Kleyn","first":"T"}],"editors":[{"last":"García","first":"O"},{"last":"Kleyn","first":"T"}],"year":"2016","date":"2016-00-00 2016","venue":"Translanguaging with multilingual students: Learning from classroom moments","volume":"","issue":"","pages":"202-220","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kleyn, T. (2016). Setting the path: Implications for teachers and teacher educators. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 202-220). New York, us","cites":[],"citedBy":["FXWU4ZMR","RPZWWINA","RQL6E9LI"],"link":null},{"key":"3MTZRSC6","type":"journalArticle","title":"The multilingual subject","authors":[{"last":"Kramsch","first":"C"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"International Journal of Applied Linguistics","volume":"16","issue":"1","pages":"97-110","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kramsch, C. (2006). The multilingual subject. International Journal of Applied Linguistics, 16(1), 97–110. https://doi.org/10.1111/j.1473‑4192.2006.00109.x","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","MMAGS46K"],"link":null},{"key":"ME29QQ6N","type":"book","title":"Second Language Acquisition and Second Language Learning","authors":[{"last":"Krashen","first":"S"}],"editors":[],"year":"1982","date":"1982-00-00 1982","venue":"Pergamon, Oxford","volume":"","issue":"","pages":"","place":"","publisher":"Pergamon, Oxford","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Krashen, S. (1981b). Second Language Acquisition and Second Language Learning. Pergamon, Oxford. —— (1982). Principles and Practice in Second Language Acquisition. Pergamon, Oxford. —— (1985). The Input Hypothesis. Lared","cites":[],"citedBy":["CPYK44UV","PQLMYGBQ"],"link":null},{"key":"954H7GFE","type":"book","title":"The input hypothesis: Issues and implications","authors":[{"last":"Krashen","first":"S. D"}],"editors":[],"year":"1985","date":"1985-00-00 1985","venue":"Longman","volume":"","issue":"","pages":"","place":"London, UK","publisher":"Longman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Krashen, S. D. (1985). The input hypothesis: Issues and implications. London, UK: Longman.","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","MMAGS46K"],"link":null},{"key":"C4FAWM6G","type":"book","title":"What Works? Reviewing the Latest Evidence on Bilingual Education","authors":[{"last":"Krashen","first":"S"},{"last":"McField","first":"G"}],"editors":[],"year":"2005","date":"2005-00-00 2005","venue":"","volume":"1","issue":"","pages":"","place":"Available at http","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Krashen, S., and McField, G. (2005). “What Works? Reviewing the Latest Evidence on Bilingual Education.” Language Learner 1(2), 7–10, 34. Available at http://users.rcn.com/crawj/langpol/KrashenMcField.pdf.","cites":[],"citedBy":["IZ9M54S5","SZP4YW7P","VCQDC8X5"],"link":null},{"key":"2S8N54PM","type":"book","title":"Review of “Research summary and bibliography for structured English immersion programs","authors":[{"last":"Krashen","first":"S., Rolstad, K"},{"last":"MacSwan","first":"J"}],"editors":[],"year":"2007","date":"2007-00-00 2007","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Krashen, S., Rolstad, K., and MacSwan, J. (2007). Review of “Research summary and bibliography for structured English immersion programs” of the Arizona English Language Learners Task Force, October","cites":[],"citedBy":["EHUYCSJC","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"8EYZJSKU","type":"journalArticle","title":"The world's languages in crisis","authors":[{"last":"Krauss","first":"Michael"}],"editors":[],"year":"1992","date":"1992-03-00 03/1992","venue":"Language","volume":"68","issue":"1","pages":"4-10","place":"","publisher":"","edition":"","doi":"10.1353/lan.1992.0075","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S0097850792069911/type/journal_article","language":"en","abstract":"The Eyak language of Alaska now has two aged speakers; Mandan has 6, Osage 5, Abenaki-Penobscot 20, and Iowa has 5 fluent speakers. According to counts in 1977, already 13 years ago, Coeur d'Alene had fewer than 20, Tuscarora fewer than 30, Menomini fewer than 50, Yokuts fewer than 10. On and on this sad litany goes, and by no means only for Native North America. Sirenikski Eskimo has two speakers, Ainu is perhaps extinct. Ubykh, the Northwest Caucasian language with the most consonants, 80-some, is nearly extinct, with perhaps only one remaining speaker. Here we might be accused of jumping the gun, prematurely announcing the extinction of a language, since—as I heard somewhere—two or three more speakers of Ubykh had reportedly been found. But what difference does it make in human history that a language became extinct in 1999 instead of 1989? What difference does it make if the youngest speaker is 90 or in fact 9? Only 81 years in the date of the inevitable extinction of the language, a mere moment in human history— though a crucial moment for linguists today, as we shall see.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":{"href":"https://doi.org/10.1353/lan.1992.0075","label":"doi.org"}},{"key":"2MPDKFXQ","type":"bookSection","title":"Translation and Equivalence","authors":[{"last":"Krein-Kühle","first":"Monika"}],"editors":[{"last":"House","first":"Juliane"}],"year":"2014","date":"2014-00-00 2014","venue":"Translation: A Multidisciplinary Approach","volume":"","issue":"","pages":"15-35","place":"London","publisher":"Palgrave Macmillan UK","edition":"","doi":"10.1057/9781137025487_2","isbn":"978-1-137-02547-0","url":"http://link.springer.com/10.1057/9781137025487_2","language":"en","abstract":"Equivalence is a fundamental, but also controversial issue in translation studies (TS). This chapter will try to identify some of the reasons behind the controversy and the misunderstandings still prevailing in the debate about the concept. It looks into the etymology of the term, gives an overview of the concept in TS and sheds light on the relationship between equivalence and translation. This chapter suggests that the future of equivalence lies in more empirical research into carefully selected, theoretically well-framed and contextualised translation corpora in order to take due account of the nature, conditions and constraints governing the concept. The results of such research can feed directly into the applied areas of TS, that is, translation teaching, professional translation and translation quality assessment/translation criticism. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":{"href":"https://doi.org/10.1057/9781137025487_2","label":"doi.org"}},{"key":"UU6SUQK9","type":"book","title":"Reading Images: The Grammar of Visual Design","authors":[{"last":"Kress","first":"G. R"},{"last":"Leeuwen","first":"T. van"}],"editors":[],"year":"1996","date":"1996-00-00 1996","venue":"Psychology Press","volume":"","issue":"","pages":"","place":"","publisher":"Psychology Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kress, G. R. and T. van Leeuwen. 1996. Reading Images: The Grammar of Visual Design. Psychology Press.","cites":[],"citedBy":["HIUKBZ79","U2RPB87S"],"link":null},{"key":"C34GCQTN","type":"book","title":"Literacy in the New Media Age","authors":[{"last":"Kress","first":"Gunther"}],"editors":[],"year":"2003","date":"2003-09-02 2003-9-2","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"0","doi":"10.4324/9780203299234","isbn":"978-1-134-52532-4","url":"https://www.taylorfrancis.com/books/9781134525324","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","IZ9M54S5","SZP4YW7P"],"link":{"href":"https://doi.org/10.4324/9780203299234","label":"doi.org"}},{"key":"KJX87BQ6","type":"book","title":"Multimodality: A social semiotic approach to contemporary communication","authors":[{"last":"Kress","first":"G"}],"editors":[],"year":"2010","date":"2010-00-00 2010","venue":"Routledge","volume":"","issue":"","pages":"","place":"London, UK","publisher":"Routledge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London, UK: Routledge.","cites":[],"citedBy":["36Z4BGGR","LS5EI9QZ"],"link":null},{"key":"XSD7IZDQ","type":"book","title":"The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics","authors":[{"last":"Kubota","first":"Ryuko"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Applied Linguistics 37(4)","volume":"","issue":"","pages":"","place":"","publisher":"Applied Linguistics 37(4)","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kubota, Ryuko. 2016. The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics 37(4). 474–494.","cites":[],"citedBy":["LPQURRBB","LS5EI9QZ","ZEUIJ42F"],"link":null},{"key":"ZI29UWGX","type":"book","title":"Thinking and ‘‘Languaging’’: A psycholinguistic model of performance and learning","authors":[{"last":"Lado","first":"Robert"}],"editors":[],"year":"1979","date":"1979-00-00 1979","venue":"Sophia Linguistica 12","volume":"","issue":"","pages":"","place":"","publisher":"Sophia Linguistica 12","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lado, Robert. 1979. Thinking and ‘‘Languaging’’: A psycholinguistic model of performance and learning. Sophia Linguistica 12. 3–24.","cites":[],"citedBy":["39G77H6D","8CAR8W94","HJB7RNNX"],"link":null},{"key":"UFIV4BXC","type":"book","title":"The Bilingual Education of Children","authors":[{"last":"Lambert","first":"W.E"},{"last":"Tucker","first":"G.R"}],"editors":[],"year":"1972","date":"1972-00-00 1972","venue":"Newbury House, Rowley, MA","volume":"","issue":"","pages":"","place":"","publisher":"Newbury House, Rowley, MA","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lambert, W.E., and Tucker, G.R. (1972). The Bilingual Education of Children. Newbury House, Rowley, MA. Language Policy Research Unit (2007). www.language-policy.org.","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"P32483ZJ","type":"journalArticle","title":"Linguistic Landscape and Ethnolinguistic Vitality: An Empirical Study","authors":[{"last":"Landry","first":"Rodrigue"},{"last":"Bourhis","first":"Richard Y."}],"editors":[],"year":"1997","date":"1997-03-00 03/1997","venue":"Journal of Language and Social Psychology","volume":"16","issue":"1","pages":"23-49","place":"","publisher":"","edition":"","doi":"10.1177/0261927X970161002","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/0261927X970161002","language":"en","abstract":"Linguistic landscape refers to the visibility and salience of languages on public and commercial signs in agiven territory or region. It is proposed that the linguistic landscape may serve important informational and symbolic functions as a marker of the relative power and status of the linguistic communities inhabiting the territory. Using the theoretical framework of ethnolinguistic vitality, it was hypothesized that the experience of the linguistic landscape by members of a language group may contribute to social psychological aspects of bilingual development. Factor analysis results show that the linguistic landscape emerges as a distinct factor separate from other measures of linguistic contacts. This factor was an important correlate of subjective ethnolinguistic vitality representing perceptions of the vitality of the in-group language in various domains. The study also found relations between the Linguistic Landscape factor and degree of in-group language use, especially in institutional settings, suggesting a 'carryover effect\" of the linguistic landscape on language behavior.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","LS5EI9QZ","RPZWWINA"],"link":{"href":"https://doi.org/10.1177/0261927X970161002","label":"doi.org"}},{"key":"2QGREG5J","type":"journalArticle","title":"Translanguaging: Towards a dynamic model of bilingualism at school / Translanguaging: Hacia un modelodinámico de bilingüismoen la escuela","authors":[{"last":"Lasagabaster","first":"D"},{"last":"García","first":"O"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"Cultura y Educación","volume":"26","issue":"1","pages":"557-572","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lasagabaster, D., & García, O. (2014). Translanguaging: Towards a dynamic model of bilingualism at school / Translanguaging: Hacia un modelodinámico de bilingüismoen la escuela. Cultura y Educación, 26(1), 557–572.","cites":[],"citedBy":["F4U27E8B","HIUKBZ79","WMRY9PIB"],"link":null},{"key":"R2BYTA27","type":"book","title":"Reassembling the Social: An Introduction to Actor-​Network-​Theory","authors":[{"last":"Latour","first":"Bruno"}],"editors":[],"year":"2005","date":"2005-00-00 2005","venue":"Oxford University Press","volume":"","issue":"","pages":"","place":"Oxford","publisher":"Oxford University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Latour, Bruno. 2005. Reassembling the Social: An Introduction to Actor-​Network-​Theory. Oxford: Oxford University Press.","cites":[],"citedBy":["LS5EI9QZ","VCYH5R8M"],"link":null},{"key":"UIFNP9NU","type":"book","title":"Science and language for English language learners in relation to next generation science standards and with implications for common core standards for English language arts and m","authors":[{"last":"Lee","first":"O., Quinn, H"},{"last":"Valdés","first":"G"}],"editors":[],"year":"2013","date":"2013-00-00 2013","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to next generation science standards and with implications for common core standards for English language arts and m","cites":[],"citedBy":["MMAGS46K","QNUBRZ3H","WMRY9PIB"],"link":null},{"key":"FW64B7CI","type":"journalArticle","title":"Beyond Native and Nonnative: Translingual Dispositions for More Inclusive Teacher Identity in Language and Literacy Education","authors":[{"last":"Lee","first":"Eunjeong"},{"last":"Canagarajah","first":"A. Suresh"}],"editors":[],"year":"2019","date":"2019-11-02 2019-11-02","venue":"Journal of Language, Identity & Education","volume":"18","issue":"6","pages":"352-363","place":"","publisher":"","edition":"","doi":"10.1080/15348458.2019.1674148","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/15348458.2019.1674148","language":"en","abstract":"This article proposes translingual dispositions as a way to move beyond the NES/NNES dichotomy in understanding language teacher identity. Recent scholarship in TESOL and Applied Linguistics has problematized the NES/NNES binary from a poststructuralist perspective, highlighting how NES/NNES subjectivities are discursively and performatively (co-)constructed and negotiated. Despite the efforts to empower NNESs, the very binary reifies monolingual ideologies. This article argues that translingual dispositions can help move beyond the binary and complicate theorization of teachers’ identities and practice. To illustrate, we report an ethnographic case study of a “NES” teacher, Daphne, and examine how Daphne’s translingual dispositions shape her teaching and facilitate her students’ creative negotiation of monolingual norms in a writing course. We conclude by discussing future research directions and the implications for language teacher education in fostering translingual dispositions.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","WMRY9PIB","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/15348458.2019.1674148","label":"doi.org"}},{"key":"IAISU5HL","type":"bookSection","title":"Language development and identity: Multiple timescales in the social ecology of learning","authors":[{"last":"Lemke","first":"J. L"}],"editors":[{"last":"Kramsch","first":"C"}],"year":"2002","date":"2002-00-00 2002","venue":"Language acquisition and language socialization","volume":"","issue":"","pages":"68-87","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lemke, J. L. (2002). Language development and identity: Multiple timescales in the social ecology of learning. In C. Kramsch (Ed.), Language acquisition and language socialization (pp. 68–87). London: Continuum.","cites":[],"citedBy":["7KQ3YA6E","L8DAV8AZ","LS5EI9QZ"],"link":null},{"key":"GMNJEZLV","type":"book","title":"Translanguaging and flows (unpublished manuscript)","authors":[{"last":"Lemke","first":"J"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Department of Communications","volume":"","issue":"","pages":"","place":"San Diego, CA","publisher":"Department of Communications","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lemke, J. (2016). Translanguaging and flows (unpublished manuscript). San Diego, CA: Department of Communications.","cites":[],"citedBy":["7KQ3YA6E","MMAGS46K","WMRY9PIB"],"link":null},{"key":"FPEMIACY","type":"book","title":"Bilingualism and Bilingual Education – The Ancient World to the Renaissance","authors":[{"last":"Lewis","first":"E.G"}],"editors":[],"year":"1977","date":"1977-00-00 1977","venue":"Spolsky and R","volume":"","issue":"","pages":"","place":"","publisher":"Spolsky and R","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lewis, E.G. (1977). “Bilingualism and Bilingual Education – The Ancient World to the Renaissance.” In B. Spolsky and R.L. Cooper (eds.). Frontiers of Bilingual Education. Newbury House, Rowley, MA. —— (1981). Bilingualis","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"S8TGRDPA","type":"book","title":"Hola’’ means ‘‘hello’’: The intersection of language policy and language ideology in the early elementary classrooms of a New Latino Diaspora Community","authors":[{"last":"Link","first":"H"}],"editors":[],"year":"2011","date":"2011-00-00 2011","venue":"Working Paper in Educational Linguistics 26, no","volume":"","issue":"","pages":"","place":"","publisher":"Working Paper in Educational Linguistics 26, no","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Link, H. 2011. ‘‘Hola’’ means ‘‘hello’’: The intersection of language policy and language ideology in the early elementary classrooms of a New Latino Diaspora Community. Working Paper in Educational Linguistics 26, no. 2","cites":[],"citedBy":["AGFSLU69","IT8JQS5W","LRDK6HC9"],"link":null},{"key":"S6IUEP8V","type":"journalArticle","title":"First language and target language in the foreign language classroom","authors":[{"last":"Littlewood","first":"William"},{"last":"Yu","first":"Baohua"}],"editors":[],"year":"2011","date":"2011-00-00 2011","venue":"Language Teaching","volume":"44","issue":"1","pages":"64-77","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Littlewood, William, & Yu, Baohua (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64–77. http://dx.doi.org/10.1017/S0261444809990310.","cites":[],"citedBy":["LS5EI9QZ","MMAGS46K","RPZWWINA"],"link":null},{"key":"2IEDJB7M","type":"book","title":"The Public Realm: Exploring the City’s Quintessential Social Territory","authors":[{"last":"Lofland","first":"L. H"}],"editors":[],"year":"1998","date":"1998-00-00 1998","venue":"Aldine de Gruyter","volume":"","issue":"","pages":"","place":"Hawthorne, NY","publisher":"Aldine de Gruyter","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Lofland, L. H. 1998. The Public Realm: Exploring the City’s Quintessential Social Territory. Hawthorne, NY: Aldine de Gruyter.","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"SAMW2EQK","type":"journalArticle","title":"Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students","authors":[{"last":"Lopez","first":"Alexis A."},{"last":"Turkan","first":"Sultan"},{"last":"Guzman‐Orth","first":"Danielle"}],"editors":[],"year":"2017","date":"2017-12-00 12/2017","venue":"ETS Research Report Series","volume":"2017","issue":"1","pages":"1-12","place":"","publisher":"","edition":"","doi":"10.1002/ets2.12140","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1002/ets2.12140","language":"en","abstract":"Abstract\n            \n              Translanguaging\n              refers to the flexible use of the bilingual repertoire. In this report, we provide a theoretical framework to support the use of translanguaging to assess the academic content knowledge of newly arrived emergent bilingual students. In this report, we argue that translanguaging offers newly arrived emergent bilingual students the opportunity to demonstrate what they know and can do even if their English language and literacy skills are not fully developed. We propose two principles for incorporating translanguaging into initial content assessments for late‐arriving emergent bilingual students, and we theorize how translanguaging can be used within an assessment context by discussing test design applications and considerations. We also discuss some challenges when incorporating translanguaging within an assessment context.\n            \n          , \n            Report Number: ETS RR‐17–07","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","S4N58IIR"],"link":{"href":"https://doi.org/10.1002/ets2.12140","label":"doi.org"}},{"key":"8G3S7C3A","type":"journalArticle","title":"Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education","authors":[{"last":"Lucas","first":"Tamara"},{"last":"Villegas","first":"Ana María"}],"editors":[],"year":"2013","date":"2013-04-00 04/2013","venue":"Theory Into Practice","volume":"52","issue":"2","pages":"98-109","place":"","publisher":"","edition":"","doi":"10.1080/00405841.2013.770327","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/00405841.2013.770327","language":"en","abstract":"It takes teachers many years to develop expertise in the complex set of knowledge, skills, and orientations needed to teach culturally and linguistically diverse (CLD) students well. The process begins in preservice preparation and continues into the early years of teaching and throughout a teacher's career. This article examines preservice teacher education as the first phase in the continuum of teacher development for teaching ELLs. Drawing on our framework of orientations and pedagogical knowledge and skills for preparing linguistically responsive teachers (CitationLucas & Villegas, 2011; CitationLucas, Villegas, & Freedson-Gonzalez, 2008), we show how Feiman-Nemser's (2001) framework of central tasks for learning to teach can serve as a guide for identifying tasks for learning to teach CLD students and for guiding the construction of a coherent approach to preparing teachers of CLD students that begins in preservice programs, laying the foundation for continued development throughout the teaching career.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["JYNCYHVX","WMRY9PIB","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/00405841.2013.770327","label":"doi.org"}},{"key":"KY2DN9DH","type":"journalArticle","title":"The effects of biliteracy instruction on morphological awareness","authors":[{"last":"Lyster","first":"Roy"},{"last":"Quiroga","first":"Jorge"},{"last":"Ballinger","first":"Susan"}],"editors":[],"year":"2013","date":"2013-07-11 2013-7-11","venue":"Journal of Immersion and Content-Based Language Education","volume":"1","issue":"2","pages":"169-197","place":"","publisher":"","edition":"","doi":"10.1075/jicb.1.2.02lys","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/jicb.1.2.02lys","language":"en","abstract":"This classroom intervention study investigated the effects of biliteracy instruction on Grade 2 students’ morphological awareness in French and English. Three pairs of partner teachers (French/English) participating in a professional development project co-designed and implemented biliteracy tasks across their French and English classes, which together comprised a total of 80 students identified as dominant in either French or English or as French-English bilinguals. The biliteracy instruction integrated a linguistic focus on derivational morphology with a thematic focus on illustrated storybooks. Before and after the intervention, separate measures of morphological awareness in French and English were administered to a subsample of their students (\n              n\n               = 45) as well as to a comparison group of students (\n              n\n               = 20) not receiving the instruction. The experimental group significantly outperformed the comparison group in French, but not in English, yet when students’ language dominance was accounted for in the English measure, English-dominant students in the experimental group significantly outperformed their counterparts in the comparison group.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","6FMEZLMB","QE6LMK43"],"link":{"href":"https://doi.org/10.1075/jicb.1.2.02lys","label":"doi.org"}},{"key":"9VBQFPME","type":"journalArticle","title":"A Typology of Bilingual Education","authors":[{"last":"Mackey","first":"William F."}],"editors":[],"year":"1970","date":"1970-05-00 05/1970","venue":"Foreign Language Annals","volume":"3","issue":"4","pages":"596-606","place":"","publisher":"","edition":"","doi":"10.1111/j.1944-9720.1970.tb01307.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1944-9720.1970.tb01307.x","language":"en","abstract":"ABSTRACT:\n              What is needed for planning and research in bilingual education is not more and better definitions but a simple and complete typology based on the only common denominator—the use of two or more languages. The distribution of these languages throughout the entire learning environment (structured and unstructured) is the basis of this typology. The languages are distributed in time and space (home‐school‐area‐nation). This distribution generates a number of basic patterns. The structured distribution within the school covering a given length of the schooling time produces curriculum patterns based on: medium (single\n              vs.\n              dual) maintenance, transfer (acculturation\n              vs.\n              irredentism) and transition (gradual\n              vs.\n              abrupt). Each of these patterns exists in two sorts of relationships—the school‐home relation and the school‐environment (area and nation) relation. Five types of school‐home relation and nine types of school‐environment relation, coupled with the curriculum patterns, cover all theoretically possible types. This would provide a framework within which measurements of the status and function of the languages used and of the distance between them would facilitate planning, research, and comparison.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":{"href":"https://doi.org/10.1111/j.1944-9720.1970.tb01307.x","label":"doi.org"}},{"key":"32JY8Y5U","type":"bookSection","title":"We Speak Eleven Tongues: Reconstructing Multilingualism in South Africa","authors":[{"last":"Makalela","first":"L"}],"editors":[{"last":"Hopson","first":"Rodney Kofi"}],"year":"2005","date":"2005-00-00 2005","venue":"Languages of Instruction for African Eman‑ cipation: Focus on Postcolonial","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Makalela, L. (2005). We Speak Eleven Tongues: Reconstructing Multilingualism in South Africa. In Birgit Brock‑Utne and Rodney Kofi Hopson (eds), Languages of Instruction for African Eman‑ cipation: Focus on Postcolonial","cites":[],"citedBy":["EHUYCSJC","NW5UHYBI","UHK3Z89M"],"link":null},{"key":"M83WN7RU","type":"bookSection","title":"Language and institution: Roots of bilingualism in the Philippines","authors":[{"last":"Martin","first":"I. P"}],"editors":[{"last":"Bautista","first":"M. L. S"},{"last":"Tan","first":"G. O"}],"year":"1999","date":"1999-00-00 1999","venue":"The Filipino bilingual: A multidisciplinary perspective","volume":"","issue":"","pages":"132-136","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Martin, I. P. (1999). Language and institution: Roots of bilingualism in the Philippines. In M. L. S. Bautista & G. O. Tan (Eds.), The Filipino bilingual: A multidisciplinary perspective (pp. 132– 136). Linguistic Societ","cites":[],"citedBy":["7KQ3YA6E","HIUKBZ79","WMRY9PIB"],"link":null},{"key":"MASNR9AA","type":"journalArticle","title":"The Two‐Way Language Bridge: Co‐Constructing Bilingual Language Learning Opportunities","authors":[{"last":"Martin–Beltrán","first":"Melinda"}],"editors":[],"year":"2010","date":"2010-06-00 06/2010","venue":"The Modern Language Journal","volume":"94","issue":"2","pages":"254-277","place":"","publisher":"","edition":"","doi":"10.1111/j.1540-4781.2010.01020.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2010.01020.x","language":"en","abstract":"Using a sociocultural theoretical lens, this study examines the nature of student interactions in a dual immersion school to analyze affordances for bilingual language learning, language exchange, and co‐construction of language expertise. This article focuses on data from audio‐ and video‐recorded interactions of fifth‐grade students engaged in joint writing activities (in Spanish and English). A qualitative analysis of discourse found that students seized opportunities to use two languages simultaneously, which multiplied opportunities for metalinguistic analysis and bridged understanding across interlocutors. Findings suggest that language learning affordances could be fostered in linguistically diverse classrooms by allowing interplay between languages and by creating activities that encourage learners to co‐construct text. This study contributes to the expansion and reconceptualization of the field of language education research by attending to bilingual language learners, or first language/second language users, whose reciprocal language learning experiences show how concepts from the fields of second language acquisition and bilingualism are necessarily linked. This study also contributes to language learning research using a sociocultural perspective by revealing the ways that two languages can simultaneously become mediational tools and objects of analyses within bilingual interactional spaces.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["7KQ3YA6E","LRDK6HC9","XMJGD4BA"],"link":{"href":"https://doi.org/10.1111/j.1540-4781.2010.01020.x","label":"doi.org"}},{"key":"5ZWVWV4S","type":"book","title":"Language and Minority Rights","authors":[{"last":"May","first":"S"}],"editors":[],"year":"2001","date":"2001-00-00 2001","venue":"Ethnicity, Nationalism and the Politics of Language","volume":"","issue":"","pages":"","place":"","publisher":"Ethnicity, Nationalism and the Politics of Language","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"May, S. (2001). Language and Minority Rights. Ethnicity, Nationalism and the Politics of Language. Pearson, Essex. —— (2004). “Maori-Medium Education in Aotearoa/New Zealand.” In J.W. Tollefson and A.B.M. Tsui (eds.). Me","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"RR7BP2ZG","type":"book","title":"A Place to Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling","authors":[{"last":"McCarty","first":"Teresa L."}],"editors":[],"year":"2002","date":"2002-02-01 2002-2-1","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"0","doi":"10.4324/9781410602503","isbn":"978-1-4106-0250-3","url":"https://www.taylorfrancis.com/books/9781135651589","language":"en","abstract":"A Place To Be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Called Diné Bi'ólta', The People's School, in recognition of its status as the first American Indian community-controlled school, Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo people. These innovations have positioned the school as a leader in American Indian and bilingual/bicultural education and have enabled school participants to wield considerable influence on national policy. This book is a critical life history of this singular school and community. McCarty's account grows out of 20 years of ethnographic work by the author with the Diné (Navajo) community of Rough Rock. The story is told primarily through written text, but also through the striking black-and-white images of photographer Fred Bia, a member of the Rough Rock community. Unlike most accounts of Indigenous schooling, this study involves the active participation of Navajo community members. Their oral testimony and that of other leaders in Indigenous/Navajo education frame and texture the account. Informed by critical theories of education, this book is not just the story of a single school and community. It is also an inquiry into the larger struggle for self-determination by Indigenous and other minoritized communities, raising issues of identity, voice, and community empowerment. A Place To Be Navajo asks whether school can be a place where children learn, question, and grow in an environment that values and builds upon who they are. The author argues that the questions Rough Rock raises, and the responses they summon, implicate us all.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["F4U27E8B","IZ9M54S5","SZP4YW7P"],"link":{"href":"https://doi.org/10.4324/9781410602503","label":"doi.org"}},{"key":"UDPIA4HZ","type":"book","title":"Hand and mind: What gestures reveal about thought","authors":[{"last":"McNeill","first":"D"}],"editors":[],"year":"1992","date":"1992-00-00 1992","venue":"University of Chicago Press","volume":"","issue":"","pages":"","place":"Chicago","publisher":"University of Chicago Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press.","cites":[],"citedBy":["BIW2T525","BSUKJY3G"],"link":null},{"key":"DYLUZ7I2","type":"book","title":"No Child Left Bilingual: Accountability and the Elimination of Bilingual Education Programs in New York City Schools","authors":[{"last":"Menken","first":"Kate"},{"last":"Solorza","first":"Cristian"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"10","volume":"28","issue":"","pages":"","place":"DOI","publisher":"10","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Menken, Kate, and Cristian Solorza. 2014. “No Child Left Bilingual: Accountability and the Elimination of Bilingual Education Programs in New York City Schools.” Educational Policy 28 (1): 96–125. DOI: 10.1177/0895904812","cites":[],"citedBy":["6QX932AH","I3XJ33BZ","LS5EI9QZ"],"link":null},{"key":"T6AG6GEF","type":"journalArticle","title":"Translanguaging in English‐Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices","authors":[{"last":"Menken","first":"Kate"},{"last":"Sánchez","first":"María Teresa (Maite)"}],"editors":[],"year":"2019","date":"2019-09-00 09/2019","venue":"TESOL Quarterly","volume":"53","issue":"3","pages":"741-767","place":"","publisher":"","edition":"","doi":"10.1002/tesq.513","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1002/tesq.513","language":"en","abstract":"This article presents findings from qualitative research conducted in eight New York City public schools offering English as a new language (also known as English as a second language), in which language education policies were monolingual in English at the start of data collection. These schools participated in an intensive professional development and technical assistance project for which they were required to engage students’ bilingualism as a resource in instruction and implement translanguaging pedagogy, using the entire linguistic repertoire of bilingual children flexibly and strategically in instruction (García, Ibarra Johnson, & Seltzer, 2016). This study documents the efforts of participating schools to make their practices for emergent bilinguals more multilingual. Findings suggest that translanguaging pedagogy initiated broader ideological shifts as educators adopted a translanguaging stance that has proven transformative to the schools as a whole. Specifically, findings reveal changes in how educators thought about emergent bilinguals, their language practices and the place of those practices in instruction, and how this ideological shift engendered significant changes in several schools to their language policies. Moreover, findings show how the introduction of translanguaging pedagogy in participating schools disrupted dominant monolingual approaches in theoretical and practical ways and the impact of doing so on educators and students.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1002/tesq.513","label":"doi.org"}},{"key":"62THCSPZ","type":"journalArticle","title":"DELINKING: The rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality","authors":[{"last":"Mignolo","first":"Walter D."}],"editors":[],"year":"2007","date":"2007-03-00 03/2007","venue":"Cultural Studies","volume":"21","issue":"2-3","pages":"449-514","place":"","publisher":"","edition":"","doi":"10.1080/09502380601162647","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/09502380601162647","language":"en","abstract":"… colonialism is not simply content to impose its rule upon the present and the future of a dominated country. Colonialism is not satisfied merely with holding a people in its grip and emptying th...","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1080/09502380601162647","label":"doi.org"}},{"key":"8KVRK46N","type":"book","title":"One Speaker, Two Languages: Cross-Disciplinary Perspectives on Code-Switching","authors":[{"last":"Milroy","first":"L"},{"last":"Muysken","first":"P"}],"editors":[],"year":"1995","date":"1995-00-00 1995","venue":"Cambridge University Press, Cambridge","volume":"","issue":"","pages":"","place":"","publisher":"Cambridge University Press, Cambridge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Milroy, L., and Muysken, P. (eds.) (1995). One Speaker, Two Languages: Cross-Disciplinary Perspectives on Code-Switching. Cambridge University Press, Cambridge. Miniwatts Marketing Group (2008). “Internet World Stats. Us","cites":[],"citedBy":["SZP4YW7P","U2MZZYMC","UCVERERJ"],"link":null},{"key":"7FH5LE4S","type":"book","title":"Bilingualism in a Multilingual Society: Psychosocial and Pedagogical Implications","authors":[{"last":"Mohanty","first":"A.K"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"—— (2006)","volume":"","issue":"","pages":"","place":"","publisher":"—— (2006)","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Mohanty, A.K. (1994). “Bilingualism in a Multilingual Society: Psychosocial and Pedagogical Implications.” Central Institute of Indian Languages, Mysore. —— (2006). “Multilingualism of the unequals and predicaments of ed","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"IC2CDCXQ","type":"book","title":"Multilingualism of the unequals and the predicaments of educauon 111 India: Mother tongue or other tongue?","authors":[{"last":"Mohanty","first":"A"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"Garcia, T-","volume":"","issue":"","pages":"","place":"","publisher":"Garcia, T-","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Mohanty, A. (2006). \"Multilingualism of the unequals and the predicaments of educauon 111 India: Mother tongue or other tongue?\" In 0 . Garcia, T-.-skuttnab-Kangas, and M . Tones-Guzman (eds), Imagining nn1ltiling1.1al s","cites":[],"citedBy":["IZ9M54S5","J9SRYLHF","PQLMYGBQ"],"link":null},{"key":"VGGEWBZH","type":"bookSection","title":"Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico","authors":[{"last":"Morales","first":"Julio"},{"last":"Schissel","first":"Jamie L."},{"last":"López-Gopar","first":"Mario"}],"editors":[{"last":"Tian","first":"Zhongfeng"},{"last":"Aghai","first":"Laila"},{"last":"Sayer","first":"Peter"},{"last":"Schissel","first":"Jamie L."}],"year":"2020","date":"2020-00-00 2020","venue":"Envisioning TESOL through a Translanguaging Lens","volume":"45","issue":"","pages":"161-183","place":"Cham","publisher":"Springer International Publishing","edition":"","doi":"10.1007/978-3-030-47031-9_8","isbn":"978-3-030-47030-2","url":"https://link.springer.com/10.1007/978-3-030-47031-9_8","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1007/978-3-030-47031-9_8","label":"doi.org"}},{"key":"VMG35I5G","type":"journalArticle","title":"Translanguaging in an academic writing class: Implications for a dialogic pedagogy","authors":[{"last":"Motlhaka","first":"Hlaviso A."},{"last":"Makalela","first":"Leketi"}],"editors":[],"year":"2016","date":"2016-09-30 2016-09-30","venue":"Southern African Linguistics and Applied Language Studies","volume":"34","issue":"3","pages":"251-260","place":"","publisher":"","edition":"","doi":"10.2989/16073614.2016.1250356","isbn":"","url":"https://www.tandfonline.com/doi/full/10.2989/16073614.2016.1250356","language":"en","abstract":"Academic writing for second language speakers remains a huge challenge for instructors and students worldwide. However, the rhetorical interface between English and African languages has hardly been explored to develop better translingual pedagogies for programmatic scaling. In this study we sought to explore the use of dialogic pedagogy, where Sesotho and English rhetorical conventions are code-meshed among first-year university students at a large urban university in South Africa. Drawing on the theoretical ideas of Bakhtin and Vygotsky’s sociocultural framework, this study is premised on dialogic instruction that is characterised by the teacher’s uptake of student ideas, authentic questions and the opportunity for students to modify the topics while using more than one language. Data were collected through metacognitive reflective interview of eight first-year students registered for a Bachelor of Education degree programme. The study found that dialogic instruction facilitates awareness in the students as they construct their desired voices in writing through the use of compensation and social strategies when they translanguage between L1 writing (Sesotho) and L2 writing (English). We argue that translanguaging is a relevant framework for academic literacy and that it provides optimal conditions for dialogic pedagogy in multilingual contexts. Recommendations for further research are considered at the end of the paper.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","NW5UHYBI","UHK3Z89M"],"link":{"href":"https://doi.org/10.2989/16073614.2016.1250356","label":"doi.org"}},{"key":"IZFZPFU5","type":"book","title":"Multiple voices","authors":[{"last":"Myers-Scotton","first":"C"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"An introduction to bilingualism","volume":"","issue":"","pages":"","place":"","publisher":"An introduction to bilingualism","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Myers-Scotton, C. (2006). Multiple voices. An introduction to bilingualism. Malden: Blackwell Publishers.","cites":[],"citedBy":["BSUKJY3G","LRDK6HC9","SZP4YW7P"],"link":null},{"key":"6EA8KBRP","type":"book","title":"Vanishing Voices: The Extinction of the World’s Languages","authors":[{"last":"Nettle","first":"Daniel"},{"last":"Romaine","first":"Suzanne"}],"editors":[],"year":"2000","date":"2000-07-27 2000-07-27","venue":"Oxford University PressNew York, NY","volume":"","issue":"","pages":"","place":"","publisher":"Oxford University PressNew York, NY","edition":"","doi":"10.1093/oso/9780195136241.001.0001","isbn":"978-0-19-513624-1","url":"https://academic.oup.com/book/48409","language":"en","abstract":"Abstract\n            Few people know that nearly 100 native languages once spoken in what is now California are near extinction, or that most of Australia’s 250 aboriginal languages have vanished. In fact, at least half of the world’s languages may die out in the next century. What has happened to these voices? Should we be alarmed about the disappearance of linguistic diversity? The authors of Vanishing Voices assert that this trend is far more than simply disturbing. Making explicit the link between language survival and environmental issues, they argue that the extinction of languages is part of the larger picture of near-total collapse of the worldwide ecosystem. Indeed, the authors contend that the struggle to preserve precious environmental resources-such as the rainforest-cannot be separated from the struggle to maintain diverse cultures, and that the causes of language death, like that of ecological destruction, lie at the intersection of ecology and politics. And while Nettle and Romaine defend the world’s endangered languages, they also pay homage to the last speakers of dying tongues, such as Red Thundercloud, a Native American in South Carolina, Ned Mandrell, with whom the Manx language passed away in 1974, and Arthur Bennett, an Australian, the last person to know more than a few words of Mbabaram. In our languages lies the accumulated knowledge of humanity. Indeed, each language is a unique window on experience. Vanishing Voices is a call to preserve this resource, before it is too late.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3IK93XEB","CPYK44UV","SZP4YW7P"],"link":{"href":"https://doi.org/10.1093/oso/9780195136241.001.0001","label":"doi.org"}},{"key":"Y8WMRWF5","type":"book","title":"Bantu Babel","authors":[{"last":"Nhlapo","first":"Jacob"}],"editors":[],"year":"1944","date":"1944-00-00 1944","venue":"The African bookman","volume":"","issue":"","pages":"","place":"Will the Bantu languages live? Cape Town","publisher":"The African bookman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Nhlapo, Jacob. 1944. Bantu Babel. Will the Bantu languages live? Cape Town: The African bookman.","cites":[],"citedBy":["3IK93XEB","R8XLCV4Y","UHK3Z89M"],"link":null},{"key":"5TRDTH5Y","type":"book","title":"Toward a Science of Translating","authors":[{"last":"Nida","first":"E. A. (1964)"}],"editors":[],"year":"2003","date":"2003-00-00 2003","venue":"With Special Reference to Principles and Procedures Invovled in Bible Translatin","volume":"","issue":"","pages":"","place":"","publisher":"With Special Reference to Principles and Procedures Invovled in Bible Translatin","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Nida, E. A. (1964) 2003. Toward a Science of Translating. With Special Reference to Principles and Procedures Invovled in Bible Translating. 2nd ed. Leiden: Brill.","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"7UPI5S69","type":"book","title":"Minority Education and Caste: The American System in Cross-Cultural Perspective","authors":[{"last":"Ogbu","first":"J"}],"editors":[],"year":"1978","date":"1978-00-00 1978","venue":"Academic Press","volume":"","issue":"","pages":"","place":"New York","publisher":"Academic Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"OGBU, J., 1978, Minority Education and Caste: The American System in Cross-Cultural Perspective. New York: Academic Press.","cites":[],"citedBy":["CPYK44UV","HQFR9JPG","IZ9M54S5"],"link":null},{"key":"FQLZ3UC9","type":"journalArticle","title":"In Other Words: Translating or “Para‐Phrasing” as a Family Literacy Practice in Immigrant Households","authors":[{"last":"Orellana","first":"Marjorie Faulstich"},{"last":"Reynolds","first":"Jennifer"},{"last":"Dorner","first":"Lisa"},{"last":"Meza","first":"María"}],"editors":[],"year":"2003","date":"2003-01-03 2003-01-03","venue":"Reading Research Quarterly","volume":"38","issue":"1","pages":"12-34","place":"","publisher":"","edition":"","doi":"10.1598/RRQ.38.1.2","isbn":"","url":"https://ila.onlinelibrary.wiley.com/doi/10.1598/RRQ.38.1.2","language":"en","abstract":"ABSTRACTS\n            In this article we report on ethnographic research that explores the range of ways in which Spanish‐English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of theseinterpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth about their translating experiences, we document the multiple literacies of daily life that youth engage in while translating or “para‐phrasing” for their families. We focus on interpretations of written text for close family members, done at home, and chart the domains of these multiple literacies. Using an activity setting/interactional analysis, we then examine how two home “para‐phrasing” events unfold and contrast these with activity settings for literacy learning in school. This largely unexplored literacy practice is a common one in immigrant households, and we argue that bilingual youth's experiences as cross‐language “para‐phrasers” can be used to support the within‐language paraphrasing that is an important part of school literacy practices.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","Q6GDRPSJ","SZP4YW7P"],"link":{"href":"https://doi.org/10.1598/RRQ.38.1.2","label":"doi.org"}},{"key":"YLIN9J9D","type":"bookSection","title":"Ways forward for a bi/multilingual turn in SLA","authors":[{"last":"Ortega","first":"Lourdes"}],"editors":[{"last":"May","first":"Stephen"}],"year":"2014","date":"2014-00-00 2014","venue":"The multilingual turn: Implications for SLA, TESOL and bilingual education","volume":"","issue":"","pages":"32-53","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Ortega, Lourdes (2014). Ways forward for a bi/multilingual turn in SLA. In Stephen May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 32–53). London, United Kingdom: Routledge.","cites":[],"citedBy":["HIUKBZ79","LRDK6HC9","RPZWWINA"],"link":null},{"key":"MD6TYSJ6","type":"journalArticle","title":"On so-called Spanglish","authors":[{"last":"Otheguy","first":"Ricardo"},{"last":"Stern","first":"Nancy"}],"editors":[],"year":"2011","date":"2011-03-00 03/2011","venue":"International Journal of Bilingualism","volume":"15","issue":"1","pages":"85-100","place":"","publisher":"","edition":"","doi":"10.1177/1367006910379298","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/1367006910379298","language":"en","abstract":"The word ‘Spanglish’, used most often to describe the casual oral registers of the speech of Hispanics in the USA, is an unfortunate and misleading term. Speakers of popular varieties of Spanish in the USA would be better served by recognizing that they are already speakers of Spanish. The present article is intended as a technical discussion of the empirical foundations for our position that there is no justification for the use of the term Spanglish. We demonstrate that features that characterize popular varieties of Spanish in the USA are, for the most part, parallel to those of popular forms of the language in Latin America and Spain. Further, we show that Spanish in the USA is not of a hybrid character, that is, not centrally characterized by structural mixing with English. We reject the use of the term Spanglish because there is no objective justification for the term, and because it expresses an ideology of exceptionalism and scorn that actually deprives the North American Latino community of a major resource in this globalized world: mastery of a world language. Thus on strictly objective technical grounds, as well as for reasons of personal and political development, the term Spanglish is to be discarded and replaced by the term Spanish or, if greater specificity is required, Spanish in the United States.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["RPZWWINA","WX4KMGDW","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1177/1367006910379298","label":"doi.org"}},{"key":"UV4BXHEX","type":"book","title":"Spanish in New York: Language contact, dialectal leveling and structural continuity","authors":[{"last":"Otheguy","first":"Ricardo"},{"last":"Zentella","first":"Ana Celia"}],"editors":[],"year":"2012","date":"2012-00-00 2012","venue":"Oxford University Press","volume":"","issue":"","pages":"","place":"New York, NY, USA","publisher":"Oxford University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Otheguy, Ricardo & Ana Celia Zentella. 2012. Spanish in New York: Language contact, dialectal leveling and structural continuity. New York, NY, USA: Oxford University Press.","cites":[],"citedBy":["IA2Z7QRP","LS5EI9QZ","WX4KMGDW"],"link":null},{"key":"WEDAQ7NX","type":"journalArticle","title":"Syntactic Acquisition in Bilingual Children: Autonomous or Interdependent?","authors":[{"last":"Paradis","first":"Johanne"},{"last":"Genesee","first":"Fred"}],"editors":[],"year":"1996","date":"1996-03-00 03/1996","venue":"Studies in Second Language Acquisition","volume":"18","issue":"1","pages":"1-25","place":"","publisher":"","edition":"","doi":"10.1017/S0272263100014662","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S0272263100014662/type/journal_article","language":"en","abstract":"Recent research on pragmatic and syntactic development in bilingual 2-year-olds has shown that these children have differentiated language systems. However, it remains to be shown whether their grammars develop autonomously or interdependently from 2 years onward. The present study investigates the potential interference between the grammars of French-English bilingual children, aged 2–3 years. We examined their acquisition of functional categories, specifically the properties of INFL (finiteness and agreement) and negation, as these grammatical properties differ in both adult French and English and child French and English. Our results indicate that the bilingual children show no evidence of transfer, acceleration, or delay in acquisition, and support the hypothesis that their grammars are acquired autonomously. Some implications of these findings for the debate on continuity in the emergence of functional categories are discussed.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["7KQ3YA6E","SZP4YW7P","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1017/S0272263100014662","label":"doi.org"}},{"key":"6H7DFUIH","type":"book","title":"The Cultural Politics of English as an International Language","authors":[{"last":"Pennycook","first":"Alistair"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"Longman","volume":"","issue":"","pages":"","place":"London","publisher":"Longman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Pennycook, Alistair 1994. The Cultural Politics of English as an International Language. London: Longman. Pe´rez, Susanne Jacobsen 2009. ‘The contribution of postcolonial theory to intercultural bilingual education in Pe","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","ZEUIJ42F"],"link":null},{"key":"VNHW5GK2","type":"journalArticle","title":"Lingoing, language labels and metrolingual practices","authors":[{"last":"Pennycook","first":"Alastair"},{"last":"Otsuji","first":"Emi"}],"editors":[],"year":"2016","date":"2016-09-01 2016-9-1","venue":"Applied Linguistics Review","volume":"7","issue":"3","pages":"259-277","place":"","publisher":"","edition":"","doi":"10.1515/applirev-2016-0011","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/applirev-2016-0011/html","language":"en","abstract":"Abstract\n            There is a potential tension between the descriptions of language use by contemporary sociolinguistic researchers keen to focus on metro- poly- or translanguaging – with a focus on repertoires of semiotic resources – and the terms used by language users themselves – which may accord much more with traditional linguistic labels. While we tried to account for this disparity in previous discussions by focusing on the push and pull between fluid and fixed language use and descriptions, we focus in this paper on the negotiations around the labels used by the participants themselves. While it is certainly the case that the tools for discussing language use and affiliation in everyday discourse are themselves linguistically constrained (using commonly accepted language labels) the terms people use to talk about their multilingual environments are not necessarily as normative as they first appear. Such apparently stable referents are themselves part of a more complex set of identity repertoires that are always being reworked. What is at stake, therefore, is not so much a polarisation between fluid language use and fixed language ascriptions as a constant reconfiguration of language meanings.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ","QKEW8S7I","VCQDC8X5"],"link":{"href":"https://doi.org/10.1515/applirev-2016-0011","label":"doi.org"}},{"key":"GWJL7GP9","type":"bookSection","title":"Critical applied linguistics commons","authors":[{"last":"Pennycook","first":"A"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"In: Linguística Aplicada Para Além das Fronteiras (ed. R","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Pennycook, A. (2019). Critical applied linguistics commons. In: Linguística Aplicada Para Além das Fronteiras (ed. R.F","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","QKEW8S7I"],"link":null},{"key":"GBPLW9FR","type":"journalArticle","title":"Housing, Home and Neighbourhood Renewal in the Era of Superdiversity: Some Lessons from the West Midlands","authors":[{"last":"Phillimore","first":"Jenny"}],"editors":[],"year":"2013","date":"2013-07-00 07/2013","venue":"Housing Studies","volume":"28","issue":"5","pages":"682-700","place":"","publisher":"","edition":"","doi":"10.1080/02673037.2013.758242","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/02673037.2013.758242","language":"en","abstract":"Following two decades of new migration, the EU is now home to the most diverse population ever. Much new migration has occurred into superdiverse escalator areas already experiencing high levels of deprivation. In the UK, housing market renewal areas (HMRA) had a particular challenge to address housing market failure and the high population turnover often associated with new migration while meeting the needs of established residents. Lack of knowledge about the diverse housing needs of residents risked hampering renewal efforts. This paper uses qualitative data collected from a superdiverse sample of settled and new residents located in the Urban Living HMRA in the West Midlands to examine the ways in which they conceptualise home. The paper argues that understanding the ways in which diverse residents conceptualise home and home making, offers potential for policymakers to understand how residents' needs can be met.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":{"href":"https://doi.org/10.1080/02673037.2013.758242","label":"doi.org"}},{"key":"8UL6LS2S","type":"book","title":"English-Only Europe? Challenging Language Policy","authors":[{"last":"Phillipson","first":"R"}],"editors":[],"year":"2003","date":"2003-00-00 2003","venue":"Routledge, London","volume":"","issue":"","pages":"","place":"","publisher":"Routledge, London","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Phillipson, R. (2003). English-Only Europe? Challenging Language Policy. Routledge, London. Important Websites CILT (Centre for Information of Language Teaching and Research) (UK) www.cilt.org.uk/ Council of Europe. Lang","cites":[],"citedBy":["IZ9M54S5","SZP4YW7P","ZEUIJ42F"],"link":null},{"key":"BERC2744","type":"book","title":"The Tension between Linguistic Diversity and Dominant English.’ In Mohanty, Ajit, Minati Panda, Robert Phillipson and Tove Skutnabb-Kangas (eds)","authors":[{"last":"Phillipson","first":"Robert"}],"editors":[],"year":"2009","date":"2009-00-00 2009","venue":"Social Justice through Multilingual Education","volume":"","issue":"","pages":"","place":"","publisher":"Social Justice through Multilingual Education","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Phillipson, Robert 2009a. ‘The Tension between Linguistic Diversity and Dominant English.’ In Mohanty, Ajit, Minati Panda, Robert Phillipson and Tove Skutnabb-Kangas (eds). Social Justice through Multilingual Education.","cites":[],"citedBy":["IZ9M54S5","MMAGS46K","WMRY9PIB"],"link":null},{"key":"38TBQ9S6","type":"journalArticle","title":"Short‐Term Ethnography: Intense Routes to Knowing","authors":[{"last":"Pink","first":"Sarah"},{"last":"Morgan","first":"Jennie"}],"editors":[],"year":"2013","date":"2013-08-00 08/2013","venue":"Symbolic Interaction","volume":"36","issue":"3","pages":"351-361","place":"","publisher":"","edition":"","doi":"10.1002/symb.66","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1002/symb.66","language":"en","abstract":"In this article, we explore how short‐term theoretically informed ethnography is emerging as an approach to doing research that is contemporary in both its subject matter and in its use for applied research projects designed to lead to informed interventions in the world. We argue that far from being a ‘quick and dirty’ route to doing qualitative research, short‐term ethnography is characterized by forms of intensity that lead to deep and valid ways of knowing.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","U2RPB87S","VCYH5R8M"],"link":{"href":"https://doi.org/10.1002/symb.66","label":"doi.org"}},{"key":"XRUXQRB6","type":"book","title":"Managing rapport in lingua franca sales negotiations: A companson of professional and aspi1ing negotiators","authors":[{"last":"Planken","first":"B"}],"editors":[],"year":"2005","date":"2005-00-00 2005","venue":"","volume":"24","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Planken, B. (2005). \"Managing rapport in lingua franca sales negotiations: A companson of professional and aspi1ing negotiators.\" English for Specific Pu1poses, 24 (4) , 381- 400.","cites":[],"citedBy":["6IPNB475","J9SRYLHF","JTKPPTBQ"],"link":null},{"key":"UNUKXLPL","type":"book","title":"Sometimes I’ll start a sentence in Spanish y termino en español”: Toward a typol‑ ogy of code‑switching","authors":[{"last":"Poplack","first":"S"}],"editors":[],"year":"1980","date":"1980-00-00 1980","venue":"Linguistics, 18, 581–618","volume":"","issue":"","pages":"","place":"","publisher":"Linguistics, 18, 581–618","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Poplack, S. (1980). “Sometimes I’ll start a sentence in Spanish y termino en español”: Toward a typol‑ ogy of code‑switching. Linguistics, 18, 581–618. Ramos‑Holguín, B. (2017). Homogeneity or interculturality in foreign","cites":[],"citedBy":["EHUYCSJC","RQL6E9LI","UCVERERJ"],"link":null},{"key":"NYF6VR4R","type":"book","title":"Legacies: Te Story of the Immigrant Second Generation","authors":[{"last":"Portes","first":"Alejandro"},{"last":"Rumbaut","first":"Rubén G."}],"editors":[],"year":"2001","date":"2001-00-00 2001","venue":"University of California Press","volume":"","issue":"","pages":"","place":"Berkeley/Los Angeles/London","publisher":"University of California Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Portes, Alejandro, and Rubén G. Rumbaut. 2001. Legacies: Te Story of the Immigrant Second Generation. Berkeley/Los Angeles/London: University of California Press.","cites":[],"citedBy":["AVZKGGLG","IA2Z7QRP","IZ9M54S5"],"link":null},{"key":"5HFE7YJ4","type":"journalArticle","title":"The language of ciencia: Translanguaging and learning in a bilingual science classroom","authors":[{"last":"Poza","first":"L. E"}],"editors":[],"year":"2018","date":"2018-00-00 2018","venue":"International Journal of Bilingual Education and Bilingualism","volume":"21","issue":"1","pages":"1-19","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Poza, L. E. (2018). The language of ciencia: Translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21(1), 1–19. https:// doi.org/10.1080/13670050.20","cites":[],"citedBy":["HIUKBZ79","LS5EI9QZ","WMRY9PIB"],"link":null},{"key":"PPVF26AU","type":"journalArticle","title":"‘Smuggling the vernacular into the classroom’: conflicts and tensions in classroom codeswitching in township/rural schools in South Africa","authors":[{"last":"Probyn","first":"Margie"}],"editors":[],"year":"2009","date":"2009-03-00 03/2009","venue":"International Journal of Bilingual Education and Bilingualism","volume":"12","issue":"2","pages":"123-136","place":"","publisher":"","edition":"","doi":"10.1080/13670050802153137","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/13670050802153137","language":"en","abstract":"In South Africa, as in many parts of postcolonial Africa, English dominates the political economy and as a result is the medium of instruction chosen by the majority of South African schools, despite the fact that most learners do not have the opportunity to acquire English to the levels necessary for effective engagement with the curriculum. Where teachers and learners share a common home language, there is frequently a gap between language policy and practice, and codeswitching by teachers and learners is a common strategy to achieve a range of social and pedagogical goals. However, in teachers’ training the multilingual realities of the classroom have most often been framed in terms of a linguistic problem, with a deficit view of codeswitching. As a result, the potential to use two languages in the classroom in a structured and systematic way to support learning has not been generally recognised or developed. In addition, codeswitching practices are often covert with teachers ‘smuggling the vernacular into the classroom’ and adopting very different linguistic practices when observed, with serious implications for classroom-based research. This paper explores the conflicts and tensions in classroom codeswitching in the context of macrolevel contestations around language status and rights.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ","RQL6E9LI","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/13670050802153137","label":"doi.org"}},{"key":"RFRGJCMR","type":"journalArticle","title":"Pedagogical translanguaging: bridging discourses in South African science classrooms","authors":[{"last":"Probyn","first":"Margie"}],"editors":[],"year":"2015","date":"2015-05-04 2015-05-04","venue":"Language and Education","volume":"29","issue":"3","pages":"218-234","place":"","publisher":"","edition":"","doi":"10.1080/09500782.2014.994525","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/09500782.2014.994525","language":"en","abstract":"This paper reports on the classroom languaging practices of a group of science teachers in rural and township schools in South Africa where the majority of learners learn through the medium of English, despite the fact that it is the home language of only a small minority; and learners’ poor English proficiency frequently restricts their access to the curriculum. The purpose of the study was to explore how these science teachers utilised the linguistic resources of the classroom – the learners’ home language and English – and if their practices might improve learners’ opportunity to learn science. A series of lessons for each teacher was videotaped and the teachers were interviewed on their language attitudes and practices.The focus is on one teacher, who demonstrated a skilled ‘bridging discourse’ across modes, discourses and languages to provide learners with what appeared to be improved opportunities to learn science. What distinguished this teacher's practice from that of the other teachers was his systematic and purposeful use of the learners’ home language in what has been termed ‘pedagogical translanguaging’ – as opposed to the relatively brief and reactive code-switching or complete avoidance of the learners’ home language evident in the other classrooms.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","LRDK6HC9","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/09500782.2014.994525","label":"doi.org"}},{"key":"AWSUQEUZ","type":"journalArticle","title":"Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: challenging monoglossic/post-colonial orthodoxies","authors":[{"last":"Probyn","first":"Margie"}],"editors":[],"year":"2019","date":"2019-10-02 2019-10-02","venue":"Classroom Discourse","volume":"10","issue":"3-4","pages":"216-236","place":"","publisher":"","edition":"","doi":"10.1080/19463014.2019.1628792","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/19463014.2019.1628792","language":"en","abstract":"The majority of learners in South African schools are African language speakers, yet the dominance of English in the political economy has meant that schools choose to switch to English medium instruction by Grade 4, before learners have the necessary English proficiency to access the curriculum, with negative effects on learning. This paper outlines South Africa’s long engagement with such issues and documents the translanguaging practices of a teacher who breaks the post-colonial monolingual ideologies prevalent in classrooms and engages with learners’ linguistic resources to provide access to both science knowledge and English.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","UHK3Z89M","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/19463014.2019.1628792","label":"doi.org"}},{"key":"ATU8CXS7","type":"book","title":"They met in 2006, when they were both working in a take-away restaurant in the South of England, and they now have three young children","authors":[{"last":"Province","first":"China. He arrived in the UK in"}],"editors":[],"year":"2001","date":"2001-00-00 2001","venue":"Today they jointly own and run a but","volume":"","issue":"","pages":"","place":"","publisher":"Today they jointly own and run a but","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Province, China. He arrived in the UK in 2001. They met in 2006, when they were both working in a take-away restaurant in the South of England, and they now have three young children. Today they jointly own and run a but","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":null},{"key":"WE97VCPI","type":"journalArticle","title":"COLONIALITY AND MODERNITY/RATIONALITY","authors":[{"last":"Quijano","first":"Aníbal"}],"editors":[],"year":"2007","date":"2007-03-00 03/2007","venue":"Cultural Studies","volume":"21","issue":"2-3","pages":"168-178","place":"","publisher":"","edition":"","doi":"10.1080/09502380601164353","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/09502380601164353","language":"en","abstract":"With the conquest of the societies and the cultures which inhabit what today is called Latin America, began the constitution of a new world order, culminating, five hundred years later, in a global...","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","MZXWLSFT"],"link":{"href":"https://doi.org/10.1080/09502380601164353","label":"doi.org"}},{"key":"AMLH7YSI","type":"journalArticle","title":"Natives and Newcomers: Gaining Access to Literacy in a Classroom for Deaf Children","authors":[{"last":"Ramsey","first":"Claire"},{"last":"Padden","first":"Carol"}],"editors":[],"year":"1998","date":"1998-03-00 03/1998","venue":"Anthropology & Education Quarterly","volume":"29","issue":"1","pages":"5-24","place":"","publisher":"","edition":"","doi":"10.1525/aeq.1998.29.1.5","isbn":"","url":"https://anthrosource.onlinelibrary.wiley.com/doi/10.1525/aeq.1998.29.1.5","language":"en","abstract":"This article describes a residential school classroom for deaf third‐graders. A critical school skill, the ability to engage in literacy activities, grows from the ability to exploit American Sign Language‐based (ASL) literacy practices. These practices are indigenous to the culture of signing Deaf people and are critical for literacy learning when ASL is the medium of instruction.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["G8PGLNGA","SZP4YW7P","VUXHAXTX"],"link":{"href":"https://doi.org/10.1525/aeq.1998.29.1.5","label":"doi.org"}},{"key":"XJYLJ2YT","type":"book","title":"Language Politics in the U.S","authors":[{"last":"Ricento","first":"Thomas"}],"editors":[],"year":"1998","date":"1998-00-00 1998","venue":"Myths and realities","volume":"","issue":"","pages":"","place":"and Canada","publisher":"Myths and realities","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Ricento, Thomas and Barbara Burnaby (eds). 1998. Language Politics in the U.S. and Canada: Myths and realities. Mahwah, NJ: Lawrence Erlbaum.","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"EJJGRMM5","type":"journalArticle","title":"The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners","authors":[{"last":"Rolstad","first":"Kellie"},{"last":"Mahoney","first":"Kate"},{"last":"Glass","first":"Gene V."}],"editors":[],"year":"2005","date":"2005-09-00 09/2005","venue":"Educational Policy","volume":"19","issue":"4","pages":"572-594","place":"","publisher":"","edition":"","doi":"10.1177/0895904805278067","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/0895904805278067","language":"en","abstract":"This article presents a meta-analysis of program effectiveness research on English language learners. The study includes a corpus of 17 studies conducted since Willig's earlier meta-analysis and uses Glass, McGaw, and Smith's strategy of including as many studies as possible in the analysis rather than excluding some on the basis of a priori “study quality” criteria. It is shown that bilingual education is consistently superior to all-English approaches, and that developmental bilingual education programs are superior to transitional bilingual education programs. The meta-analysis of studies controlling for English-language-learner status indicates a positive effect for bilingual education of .23 standard deviations, with outcome measures in the native language showing a positive effect of .86 standard deviations. It is concluded that bilingual education programs are effective in promoting academic achievement, and that sound educational policy should permit and even encourage the development and implementation of bilingual education programs.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BGX8JQ75","SZP4YW7P","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1177/0895904805278067","label":"doi.org"}},{"key":"HUSHI2W4","type":"book","title":"Bilingualism","authors":[{"last":"Romaine","first":"S"}],"editors":[],"year":"1989","date":"1989-00-00 1989","venue":"Blackwell","volume":"","issue":"","pages":"","place":"Oxford","publisher":"Blackwell","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Romaine, S. (1989). Bilingualism. Oxford: Blackwell. [ oyster, J J (1996). \"When the first voice you hear is not your own.\" College Compositio11 and Communication, 4 7 (1), 29-40. R.ubdy, R. and Saraceni, M. (eds) (2006)","cites":[],"citedBy":["94HRUTE6","J9SRYLHF","SZP4YW7P","VCQDC8X5"],"link":null},{"key":"79CJPVKK","type":"book","title":"Language in Society: An Introduction to Sociolinguistics","authors":[{"last":"Romaine","first":"S"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"Oxford University Press, Oxford","volume":"","issue":"","pages":"","place":"","publisher":"Oxford University Press, Oxford","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Romaine, S. (1994). Language in Society: An Introduction to Sociolinguistics. Oxford University Press, Oxford. Second edn. 2001.","cites":[],"citedBy":["3IK93XEB","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"DZZE737F","type":"book","title":"The Coding Manual for Qualitative Researchers","authors":[{"last":"Saldaña","first":"Johnny"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"Sage Publishing","volume":"","issue":"","pages":"","place":"London","publisher":"Sage Publishing","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Saldaña, Johnny. 2015. The Coding Manual for Qualitative Researchers. London: Sage Publishing. San Miguel, Guadalupe. 2013. Chicana/o Struggles for Education: Activism in the Community. Houston: Texas A&M University Pres","cites":[],"citedBy":["EHUYCSJC","LPQURRBB","YTJ3WPM2"],"link":null},{"key":"SQ4BY8F2","type":"journalArticle","title":"A formal grammar for code-switching","authors":[{"last":"Sankoff","first":"D"},{"last":"Poplack","first":"S"}],"editors":[],"year":"1981","date":"1981-00-00 1981","venue":"Papers in Linguistics","volume":"14","issue":"1","pages":"3-46","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Sankoff, D. & Poplack, S. (1981). A formal grammar for code-switching. Papers in Linguistics, 14(1), 3 - 46.","cites":[],"citedBy":["BSUKJY3G","LRDK6HC9","ZJ6YREQY"],"link":null},{"key":"SKJLMDDF","type":"book","title":"Epistemologies of the South","authors":[{"last":"Santos","first":"B. de S"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"Justice against epistemicide","volume":"","issue":"","pages":"","place":"","publisher":"Justice against epistemicide","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Santos, B. de S. (2014). Epistemologies of the South. Justice against epistemicide. New York: Routledge.","cites":[],"citedBy":["3H5HEYDC","EHUYCSJC","LS5EI9QZ"],"link":null},{"key":"5AIU82ML","type":"journalArticle","title":"Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico","authors":[{"last":"Schissel","first":"Jamie L."},{"last":"De Korne","first":"Haley"},{"last":"López-Gopar","first":"Mario"}],"editors":[],"year":"2021","date":"2021-03-16 2021-03-16","venue":"International Journal of Bilingual Education and Bilingualism","volume":"24","issue":"3","pages":"340-356","place":"","publisher":"","edition":"","doi":"10.1080/13670050.2018.1463965","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13670050.2018.1463965","language":"en","abstract":"Multilingual practices of translanguaging – fluid, complex, and dynamic processes of using one's complete linguistic repertoire – have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of translanguaging as a lens through which to explore the perceptions and practices of teachers. Working from assumptions that multilingualism in classrooms is an important tool to enhance the learning of linguistic minority students, we examined how teachers perceive and practice translanguaging in classroom language assessments through an action research case study with 40 language teachers in the linguistically and culturally diverse state of Oaxaca, Mexico. Their reflections ranged from the pressure to train students to produce monolingual-like language in order to pass international standardized tests to the potential to validate students’ linguistic repertoires and multicultural identities through increased use of translanguaging. Our analysis of this action research study and discussion of the potentials and limitations of translanguaging in teaching and assessments aims to contribute to the development of more equitable and effective multilingual education environments in the future.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ"],"link":{"href":"https://doi.org/10.1080/13670050.2018.1463965","label":"doi.org"}},{"key":"QXZBGSGS","type":"book","title":"Developing in Two Languages: Korean Children in America","authors":[{"last":"Shin","first":"Sarah J."}],"editors":[],"year":"2004","date":"2004-12-31 2004-12-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781853597480","isbn":"978-1-85359-748-0","url":"https://www.degruyter.com/document/doi/10.21832/9781853597480/html","language":"","abstract":"This book sheds light on some of the common myths around being bilingual and explores the processes of dual language development among Korean children growing up in the United States. The book sensibly argues that the bilingualism of linguistic minority children is a resource to be cultivated, not a problem to be overcome.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.21832/9781853597480","label":"doi.org"}},{"key":"CEZK56VU","type":"book","title":"The Power of Tests: A Critical Perspective on the Uses of Language Tests","authors":[{"last":"Shohamy","first":"E"}],"editors":[],"year":"2001","date":"2001-00-00 2001","venue":"Longman, Harlow","volume":"","issue":"","pages":"","place":"","publisher":"Longman, Harlow","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Shohamy, E. (2001). The Power of Tests: A Critical Perspective on the Uses of Language Tests. Longman, Harlow. —— (2006a). “Imagined Multilingual Schools: How Come We Don’t Deliver?” In O","cites":[],"citedBy":["3IK93XEB","LS5EI9QZ","SZP4YW7P"],"link":null},{"key":"DSQVLTDI","type":"journalArticle","title":"Language Tests for Citizenship, Immigration, and Asylum","authors":[{"last":"Shohamy","first":"Elana"},{"last":"McNamara","first":"Tim"}],"editors":[],"year":"2009","date":"2009-02-02 2009-02-02","venue":"Language Assessment Quarterly","volume":"6","issue":"1","pages":"1-5","place":"","publisher":"","edition":"","doi":"10.1080/15434300802606440","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/15434300802606440","language":"en","abstract":"It is not very often that language testers get actively involved in political controversies of national, global, and transnational significance. Language testers are mostly engaged in developing, d...","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","XMJGD4BA","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1080/15434300802606440","label":"doi.org"}},{"key":"NCNSNP4V","type":"book","title":"Bilingual Education in the Philippines: Strategy and Structure","authors":[{"last":"Sibayan","first":"B"}],"editors":[],"year":"1978","date":"1978-00-00 1978","venue":"Alatis (ed","volume":"","issue":"","pages":"","place":"","publisher":"Alatis (ed","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Sibayan, B. (1978). “Bilingual Education in the Philippines: Strategy and Structure.” In J. Alatis (ed.). Georgetown University Round Table on Languages and Linguistics. Georgetown University Press, Washington, DC, pp. 3","cites":[],"citedBy":["HIUKBZ79","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"8FQYYBIH","type":"book","title":"Teaching Migrant Children Mother Tongue and Learning the Language of the Host Country in the Context of the Socio-Cultural Situation of the Migrant Family","authors":[{"last":"Skutnabb-kangas","first":"T"},{"last":"Toukomaa","first":"P"}],"editors":[],"year":"1976","date":"1976-00-00 1976","venue":"Tuki","volume":"","issue":"","pages":"","place":"Tampere, Finland","publisher":"Tuki","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"SKUTNABB-KANGAS, T. & TOUKOMAA, P., 1976, Teaching Migrant Children Mother Tongue and Learning the Language of the Host Country in the Context of the Socio-Cultural Situation of the Migrant Family. Tampere, Finland: Tuki","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"4MFZU6JU","type":"book","title":"Minority Education: From Shame to Struggle","authors":[{"last":"Skutnabb-Kangas","first":"T."},{"last":"Cummins","first":"J."}],"editors":[],"year":"1988","date":"1988-07-25 1988-07-25","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.33169495","isbn":"978-1-80041-811-0","url":"http://www.jstor.org/stable/10.2307/jj.33169495","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","RPZWWINA"],"link":{"href":"https://doi.org/10.2307/jj.33169495","label":"doi.org"}},{"key":"5TIJE3RG","type":"book","title":"in collaboration with Mart Rannut","authors":[{"last":"Skutnabb-Kangas","first":"Tove"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"Linguistic Human Rights","volume":"","issue":"","pages":"","place":"","publisher":"Linguistic Human Rights","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Skutnabb-Kangas, Tove and Robert Phillipson (eds) 1994, in collaboration with Mart Rannut. Linguistic Human Rights. Overcoming Linguistic Discrimination. Contributions to the Sociology of Language 67. Berlin and New York","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"X7B9HMRT","type":"book","title":"Multilingualism for All","authors":[{"last":"Skutnabb-Kangas","first":"T. (Ed.)"}],"editors":[],"year":"1995","date":"1995-00-00 1995","venue":"European Studies on Multilingualism","volume":"","issue":"","pages":"","place":"Volume 4","publisher":"European Studies on Multilingualism","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Skutnabb-Kangas, T. (Ed.). (1995). Multilingualism for All. Volume 4: European Studies on Multilingualism. Lisse: Swets & Zeitlinger. STATEC (Institut national de la statistique et des études économiques du Grand-Duché d","cites":[],"citedBy":["3H5HEYDC","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"KSYEWU6J","type":"book","title":"Linguistic Genocide in Education – Or Worldwide Diversity and Human Rights? Mahwah, NJ: Erlbaum","authors":[{"last":"Skutnabb-kangas","first":"T"}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"STUDY ACTIVITIES (1) Do you consider yourself and/or people known to you as ‘bil","volume":"","issue":"","pages":"","place":"","publisher":"STUDY ACTIVITIES (1) Do you consider yourself and/or people known to you as ‘bil","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"SKUTNABB-KANGAS, T., 2000, Linguistic Genocide in Education – Or Worldwide Diversity and Human Rights? Mahwah, NJ: Erlbaum. STUDY ACTIVITIES (1) Do you consider yourself and/or people known to you as ‘bilingual’? Would y","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"W4L3WD3X","type":"book","title":"Okay, I will say in Korean and then American”: translanguaging practices in bilingual homes","authors":[{"last":"Song","first":"K"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"84–­106","volume":"","issue":"","pages":"","place":"Journal of Early Childhood Literacy 16 (","publisher":"84–­106","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Song, K. (2016). “Okay, I will say in Korean and then American”: translanguaging practices in bilingual homes. Journal of Early Childhood Literacy 16 (1): 84–­106. The Filipino Curriculum Project. (n.d.). https://sites.g","cites":[],"citedBy":["BSUKJY3G","LS5EI9QZ","MMAGS46K"],"link":null},{"key":"8TLYLPTP","type":"journalArticle","title":"Families Learn Together: Reconceptualizing Linguistic Diversity as a Resource","authors":[{"last":"Souto-Manning","first":"Mariana"}],"editors":[],"year":"2006","date":"2006-06-00 6/2006","venue":"Early Childhood Education Journal","volume":"33","issue":"6","pages":"443-446","place":"","publisher":"","edition":"","doi":"10.1007/s10643-005-0051-1","isbn":"","url":"http://link.springer.com/10.1007/s10643-005-0051-1","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["G8PGLNGA","VUXHAXTX","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1007/s10643-005-0051-1","label":"doi.org"}},{"key":"E6XH9QQF","type":"bookSection","title":"The politics of translation","authors":[{"last":"Spivak","first":"G"}],"editors":[],"year":"1993","date":"1993-00-00 1993","venue":"In: Outside in the Teaching Machine (ed. G.C. Spivak), 179–­200. Routledge","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Spivak, G. (1993). The politics of translation. In: Outside in the Teaching Machine (ed. G.C. Spivak), 179–­200. Routledge.","cites":[],"citedBy":["J9SRYLHF","JTKPPTBQ","LS5EI9QZ"],"link":null},{"key":"ZK3A23MF","type":"journalArticle","title":"Language in Israeli society and education","authors":[{"last":"Spolsky","first":"Bernard"},{"last":"Shohamy","first":"Elana"}],"editors":[],"year":"1999","date":"1999-01-01 1999-01-1","venue":"International Journal of the Sociology of Language","volume":"137","issue":"1","pages":"","place":"","publisher":"","edition":"","doi":"10.1515/ijsl.1999.137.93","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/ijsl.1999.137.93/html","language":"","abstract":"Depending on their language ideologies, countries are likely to develop different concerns for language-education policy. Countries with a monolingual ideology, which may ignore the multilingual reality, will be concerned with correctness and normativism. A country that recognizes two or three languages as equally important, or countries that recognize multilingual complexity, will need first to determine the status of each. While Israel is historically and actually multilingual, the strength of the monolingual ideology used to effect the revitalization of Hebrew has led to downplaying the claims of other languages, even the rights of the autochthonous second official language, Arabic. However, the inexorable penetration of English as a world language into Israeli society, the major effects of 600,000 Russian speakers arriving in the last few years, and the slow changes brought about by the ongoing peace process all worked to encourage the development of a new multilingual ideology while presenting pragmatic pressures encouraging acceptance of diversity. It is this changed atmosphere that has led the recent Ministry of Education to a policy for language education in Israeli schools","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV","IZ9M54S5","SZP4YW7P"],"link":{"href":"https://doi.org/10.1515/ijsl.1999.137.93","label":"doi.org"}},{"key":"627PVP4T","type":"book","title":"Language policy","authors":[{"last":"Spolsky","first":"Bernard"}],"editors":[],"year":"2004","date":"2004-00-00 2004","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Cambridge University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Spolsky, Bernard 2004. Language policy. Cambridge: Cambridge University Press.","cites":[],"citedBy":["BSUKJY3G","IZ9M54S5","SZP4YW7P"],"link":null},{"key":"DS4FV89J","type":"book","title":"In adopting a multimodal approach, I decentre ‘language’ as a central concern for my research (MacLure, 2013) and incorporate the visual and the material, including the","authors":[{"last":"Spotti","first":"Swanwick"},{"last":"Tapio","first":"2017"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Spotti, Swanwick, & Tapio, 2017; Pennycook, 2017). In adopting a multimodal approach, I decentre ‘language’ as a central concern for my research (MacLure, 2013) and incorporate the visual and the material, including the","cites":[],"citedBy":["BIW2T525","U2RPB87S"],"link":null},{"key":"2N5GMJQ9","type":"bookSection","title":"Beyond mind: An extended ecology of languaging","authors":[{"last":"Steffensen","first":"Sune Vork"}],"editors":[{"last":"Cowley","first":"Stephen J."}],"year":"2011","date":"2011-10-05 2011-10-5","venue":"Benjamins Current Topics","volume":"34","issue":"","pages":"185-210","place":"Amsterdam","publisher":"John Benjamins Publishing Company","edition":"","doi":"10.1075/bct.34.10ste","isbn":"978-90-272-0253-6","url":"https://benjamins.com/catalog/bct.34.10ste","language":"en","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["36Z4BGGR","39G77H6D","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1075/bct.34.10ste","label":"doi.org"}},{"key":"NDM8LLVE","type":"book","title":"The Translingual Imagination","authors":[{"last":"Steven G. The Translingual Imagination. Lincoln, University of Nebraska Press Kellman","first":""}],"editors":[],"year":"2000","date":"2000-00-00 2000","venue":"University of Nebraska Press","volume":"","issue":"","pages":"","place":"Lincoln","publisher":"University of Nebraska Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Kellman, Steven G. The Translingual Imagination. Lincoln, University of Nebraska Press, 2000.","cites":[],"citedBy":["J9SRYLHF","LS5EI9QZ"],"link":null},{"key":"ZULLEIJY","type":"book","title":"Social literacies: Critical approaches to literacy development, ethnography and education","authors":[{"last":"Street","first":"B"}],"editors":[],"year":"1995","date":"1995-00-00 1995","venue":"Longman","volume":"","issue":"","pages":"","place":"London","publisher":"Longman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Street, B. 1995. Social literacies: Critical approaches to literacy development, ethnography and education. London: Longman. Sua´rez-Orozco, M., and D. Qin-Hillard, ed., 2004. Globalization, culture, and education in the","cites":[],"citedBy":["CPYK44UV","IA2Z7QRP","IT8JQS5W"],"link":null},{"key":"ZQWK68PW","type":"bookSection","title":"Three functions of output in second language learning","authors":[{"last":"Swain","first":"M"}],"editors":[{"last":"Cook","first":"G"},{"last":"Seidlhofer","first":"B"}],"year":"1995","date":"1995-00-00 1995","venue":"Principles and practice in applied linguistics: Studies in honor of H. G. Widdowson","volume":"","issue":"","pages":"125-144","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125–144). Oxford, UK: O","cites":[],"citedBy":["F4U27E8B","MMAGS46K","U3MFTM43"],"link":null},{"key":"NXVF5S7Q","type":"journalArticle","title":"A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate","authors":[{"last":"Swain","first":"Merrill"},{"last":"Lapkin","first":"Sharon"}],"editors":[],"year":"2013","date":"2013-03-06 2013-3-6","venue":"Journal of Immersion and Content-Based Language Education","volume":"1","issue":"1","pages":"101-129","place":"","publisher":"","edition":"","doi":"10.1075/jicb.1.1.05swa","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/jicb.1.1.05swa","language":"en","abstract":"An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of proximal development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way or two-way immersion contexts whose findings we highlight or re-interpret in light of Vygotsky’s insights. The theory and research yield three important guiding principles with the goal of helping educators to make decisions about their language use choices in the immersion classroom.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6CP5JNSZ","LS5EI9QZ","WMRY9PIB"],"link":{"href":"https://doi.org/10.1075/jicb.1.1.05swa","label":"doi.org"}},{"key":"6PDQIFW8","type":"bookSection","title":"Questions of multi-competence: a written interview","authors":[{"last":"Thierry","first":"Guillaume"}],"editors":[{"last":"Cook","first":"Vivian"},{"last":"Wei","first":"Li"}],"year":"2016","date":"2016-03-28 2016-3-28","venue":"The Cambridge Handbook of Linguistic Multi-Competence","volume":"","issue":"","pages":"521-532","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/CBO9781107425965.025","isbn":"978-1-107-42596-5","url":"https://www.cambridge.org/core/product/identifier/9781107425965%23CN-bp-25/type/book_part","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["36Z4BGGR","39G77H6D","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1017/CBO9781107425965.025","label":"doi.org"}},{"key":"WMPMZVP3","type":"book","title":"Advances in the Study of Bilingualism","authors":[{"last":"Thomas","first":"Enlli Môn"},{"last":"Mennen","first":"Ineke"}],"editors":[],"year":"2014","date":"2014-05-09 2014-05-09","venue":"Channel View Publications","volume":"","issue":"","pages":"","place":"","publisher":"Channel View Publications","edition":"","doi":"10.2307/jj.26932069","isbn":"978-1-78309-171-3","url":"http://www.jstor.org/stable/10.2307/jj.26932069","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.2307/jj.26932069","label":"doi.org"}},{"key":"P9HGSQ7C","type":"journalArticle","title":"Challenging the ‘Dual’: designing translanguaging spaces in a Mandarin-English dual language bilingual education program","authors":[{"last":"Tian","first":"Zhongfeng"}],"editors":[],"year":"2022","date":"2022-07-03 2022-07-03","venue":"Journal of Multilingual and Multicultural Development","volume":"43","issue":"6","pages":"534-553","place":"","publisher":"","edition":"","doi":"10.1080/01434632.2022.2085732","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/01434632.2022.2085732","language":"en","abstract":"In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. “Reframing Language Allocation Policy in Dual Language Bilingual Education.” Bilingual Research Journal 41 (1): 37–51.] translanguaging allocation policy could be strategically and purposefully implemented in a Grade 3 Mandarin classroom in a U.S. Mandarin-English DLBE program where the majority of the students were English-dominant speakers. Taking the form of participatory design research [Bang, M., and S. Vossoughi. 2016. “Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making.” Cognition and Instruction 34 (3): 173–193.], I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging spaces within and across three content areas: Chinese Language Arts, Science, and Social Studies. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artefacts and interviews throughout one whole school year. Inductive and deductive coding were adopted for data analysis. Findings revealed that it was a balancing act to create translanguaging spaces while maintaining the language-minoritized space and privileging students’ use of Mandarin. Translanguaging spaces took many shapes based on contextual factors such as different learning objectives and curricular demands of each content area. Students were able to demonstrate a fuller picture of their academic performance, develop deeper content understandings, build cross-linguistic connections, and become more aware of their bi/multilingual and bi/multicultural identities.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/01434632.2022.2085732","label":"doi.org"}},{"key":"ST84DQQQ","type":"book","title":"Planning Language, Planning Inequality","authors":[{"last":"Tollefson","first":"J.W"}],"editors":[],"year":"1991","date":"1991-00-00 1991","venue":"Longman, London","volume":"","issue":"","pages":"","place":"","publisher":"Longman, London","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Tollefson, J.W. (1991). Planning Language, Planning Inequality. Longman, London. —— (2002). “Limitations of Language Policy and Planning.” In R.B. Kaplan (ed.). The Oxford Handbook of Applied Linguistics. Oxford Universi","cites":[],"citedBy":["CPYK44UV","SZP4YW7P","UHK3Z89M"],"link":null},{"key":"YRRT996Q","type":"book","title":"First Language Use in Second and Foreign Language Learning","authors":[{"last":"Turnbull","first":"Miles"},{"last":"Dailey-O’Cain","first":"Jennifer"}],"editors":[],"year":"2009","date":"2009-08-24 2009-08-24","venue":"Channel View Publications","volume":"","issue":"","pages":"","place":"","publisher":"Channel View Publications","edition":"","doi":"10.2307/jj.29308487","isbn":"978-1-84769-197-2","url":"http://www.jstor.org/stable/10.2307/jj.29308487","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["MMAGS46K","RPZWWINA"],"link":{"href":"https://doi.org/10.2307/jj.29308487","label":"doi.org"}},{"key":"TUGLJCHN","type":"book","title":"Bilingualism and Testing: A Special Case of Bias","authors":[{"last":"Valdés","first":"G"},{"last":"Figueroa","first":"R.a"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"Ablex Publishing Corporation","volume":"","issue":"","pages":"","place":"Norwood, NJ","publisher":"Ablex Publishing Corporation","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"VALDÉS, G. and FIGUEROA, R.A., 1994, Bilingualism and Testing: A Special Case of Bias. Norwood, NJ: Ablex Publishing Corporation. STUDY ACTIVITIES (1) Interview some parents or teachers with a bilingual student who has s","cites":[],"citedBy":["CPYK44UV","LS5EI9QZ","SZP4YW7P"],"link":null},{"key":"VTVKJCZA","type":"journalArticle","title":"Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized?","authors":[{"last":"Valdés","first":"Guadalupe"}],"editors":[],"year":"2005","date":"2005-09-00 09/2005","venue":"The Modern Language Journal","volume":"89","issue":"3","pages":"410-426","place":"","publisher":"","edition":"","doi":"10.1111/j.1540-4781.2005.00314.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2005.00314.x","language":"en","abstract":"In this article I invite a reconceptualization and expansion of the field of second language acquisition (SLA) by examining possible intersections between SLA and the area of language instruction currently referred to as the teaching of heritage languages. I discuss the ways in which the opportunity of broadening SLA‐and‐instruction research can be seized by current researchers so that it can address the most intractable educational problems involving language. Drawing from current research on bilingualism, I first describe the challenges of providing language instruction for heritage speakers and examine the bilingualism of these unique language learners. I then offer an overview of the questions raised by the study of heritage language learners. Finally, I describe communities of professional practice and existing disciplinary boundaries and conclude with a discussion of the ways in which the field of SLA can draw from other areas in order to affect the educational futures of language minority children around the world and, at the same time, contribute to our greater understanding of the human language faculty.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6QX932AH","BSUKJY3G","Q6GDRPSJ"],"link":{"href":"https://doi.org/10.1111/j.1540-4781.2005.00314.x","label":"doi.org"}},{"key":"L6CJYCG5","type":"book","title":"Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring","authors":[{"last":"Valenzuela","first":"A"}],"editors":[],"year":"1999","date":"1999-00-00 1999","venue":"State University of New York Press, New York","volume":"","issue":"","pages":"","place":"","publisher":"State University of New York Press, New York","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Valenzuela, A. (1999). Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. State University of New York Press, New York. —— (2000). “The Significance of the TAAS Test for Mexican Immigrant and Mexican A","cites":[],"citedBy":["8P3JFMRZ","IA2Z7QRP","SZP4YW7P"],"link":null},{"key":"HVXEK4SG","type":"journalArticle","title":"Language as a multimodal phenomenon: implications for language learning, processing and evolution","authors":[{"last":"Vigliocco","first":"Gabriella"},{"last":"Perniss","first":"Pamela"},{"last":"Vinson","first":"David"}],"editors":[],"year":"2014","date":"2014-09-19 2014-09-19","venue":"Philosophical Transactions of the Royal Society B: Biological Sciences","volume":"369","issue":"1651","pages":"20130292","place":"","publisher":"","edition":"","doi":"10.1098/rstb.2013.0292","isbn":"","url":"https://royalsocietypublishing.org/rstb/article/369/1651/20130292/57999/Language-as-a-multimodal-phenomenon-implications","language":"en","abstract":"Abstract\n            Our understanding of the cognitive and neural underpinnings of language has traditionally been firmly based on spoken Indo-European languages and on language studied as speech or text. However, in face-to-face communication, language is multimodal: speech signals are invariably accompanied by visual information on the face and in manual gestures, and sign languages deploy multiple channels (hands, face and body) in utterance construction. Moreover, the narrow focus on spoken Indo-European languages has entrenched the assumption that language is comprised wholly by an arbitrary system of symbols and rules. However, iconicity (i.e. resemblance between aspects of communicative form and meaning) is also present: speakers use iconic gestures when they speak; many non-Indo-European spoken languages exhibit a substantial amount of iconicity in word forms and, finally, iconicity is the norm, rather than the exception in sign languages. This introduction provides the motivation for taking a multimodal approach to the study of language learning, processing and evolution, and discusses the broad implications of shifting our current dominant approaches and assumptions to encompass multimodal expression in both signed and spoken languages.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["39G77H6D","BIW2T525"],"link":{"href":"https://doi.org/10.1098/rstb.2013.0292","label":"doi.org"}},{"key":"JT282JLS","type":"journalArticle","title":"Linguistic Repertoires and Semiotic Resources in Interaction: A Finnish Manager as a Mediator in a Multilingual Meeting","authors":[{"last":"Virkkula-Raisanen","first":"T."}],"editors":[],"year":"2010","date":"2010-10-01 2010-10-01","venue":"Journal of Business Communication","volume":"47","issue":"4","pages":"505-531","place":"","publisher":"","edition":"","doi":"10.1177/0021943610377315","isbn":"","url":"http://journals.sagepub.com/doi/10.1177/0021943610377315","language":"en","abstract":"This article examines professional communication in a multilingual meeting in a small company in Finland within ethnographic, sociolinguistic, and discourse analytic frameworks. English is used as a lingua franca by a group of Finnish and Chinese business professionals. The aim is to study how language is used with other semiotic resources to construct meaning in interaction. In particular, with the focus on an individual participant who was the mediator in the meeting, the goal is to analyze participants’ role alignment and interpersonal relationships. The results show that business professionals’ roles are renegotiable in a meeting and by means of language accompanied by embodied actions such as gaze and gestures. The findings also reveal how different languages are used for particular purposes in the meeting.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BIW2T525","BSUKJY3G"],"link":{"href":"https://doi.org/10.1177/0021943610377315","label":"doi.org"}},{"key":"GUTH33TI","type":"journalArticle","title":"The acquisition and development of language by bilingual children","authors":[{"last":"Volterra","first":"Virginia"},{"last":"Taeschner","first":"Traute"}],"editors":[],"year":"1978","date":"1978-06-00 06/1978","venue":"Journal of Child Language","volume":"5","issue":"2","pages":"311-326","place":"","publisher":"","edition":"","doi":"10.1017/S0305000900007492","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S0305000900007492/type/journal_article","language":"en","abstract":"ABSTRACT\n            Analysing the gradual learning process through which a child becomes bilingual from early infancy, three stages can be distinguished: (1) the child has one lexical system which includes words from both languages; (2) the child distinguishes two different lexicons but applies the same syntactic rules to both languages; (3) the child has two linguistic codes, differentiated both in lexicon and in syntax, but each language is exclusively associated with the person using that language. Only at the end of this stage, when the tendency to categorize people in terms of their language decreases, can one say that a child is truly bilingual.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV","SZP4YW7P","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1017/S0305000900007492","label":"doi.org"}},{"key":"4ZYT4339","type":"book","title":"Commonplace Diversity: Social Relations in a Super-Diverse Context","authors":[{"last":"Wessendorf","first":"Susanne"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"Palgrave Macmillan UK","volume":"","issue":"","pages":"","place":"London","publisher":"Palgrave Macmillan UK","edition":"","doi":"10.1057/9781137033314","isbn":"978-1-349-44142-6","url":"http://link.springer.com/10.1057/9781137033314","language":"en","abstract":"Drawing on in-depth ethnographic fieldwork, Wessendorf explores life in a super-diverse urban neighbourhood. The book presents a vivid account of the daily doings and social relations among the reside","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["G3MKL6QV","HQ7RRSLV"],"link":{"href":"https://doi.org/10.1057/9781137033314","label":"doi.org"}},{"key":"U4DUU3DJ","type":"journalArticle","title":"The Ownership of English","authors":[{"last":"Widdowson","first":"H. G."}],"editors":[],"year":"1994","date":"1994-00-22 22/1994","venue":"TESOL Quarterly","volume":"28","issue":"2","pages":"377","place":"","publisher":"","edition":"","doi":"10.2307/3587438","isbn":"","url":"https://www.jstor.org/stable/3587438?origin=crossref","language":"","abstract":"The following is the text of a plenary address delivered in April, 1993, in Atlanta at the 27th Annual TESOL Convention. The oral character of the presentation has been preserved.Given the theme of this convention, Designing Our World, and at a time when territorial disputes and matters of ownership and identity are so prominent in the affairs of the world in general, this is perhaps an appropriate occasion to raise the question of how we stake out our own territory as English teachers in delimiting and designing our world. And to ask who does the designing and on what authority.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","MMAGS46K"],"link":{"href":"https://doi.org/10.2307/3587438","label":"doi.org"}},{"key":"RDB65J73","type":"book","title":"Against the undertow: The politics of language instruction in the United States","authors":[{"last":"Wiley","first":"Terrence G"},{"last":"Wright","first":"Wayne E."}],"editors":[],"year":"2004","date":"2004-00-00 2004","venue":"Educational Policy 18(1)","volume":"","issue":"","pages":"","place":"","publisher":"Educational Policy 18(1)","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Wiley, Terrence G. & Wayne E. Wright. 2004. Against the undertow: The politics of language instruction in the United States. Educational Policy 18(1). 142–168. https://doi.org/10.1177/ 0895904803260030.","cites":[],"citedBy":["IT8JQS5W","SZP4YW7P","YTJ3WPM2"],"link":null},{"key":"9R3Z6CFU","type":"book","title":"Sociolinguistics","authors":[{"last":"Williams","first":"G"}],"editors":[],"year":"1992","date":"1992-00-00 1992","venue":"A Sociological Critique","volume":"","issue":"","pages":"","place":"","publisher":"A Sociological Critique","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Williams, G. (1992). Sociolinguistics. A Sociological Critique. Routledge, London.","cites":[],"citedBy":["CPYK44UV","S4N58IIR","SZP4YW7P"],"link":null},{"key":"YJHK624T","type":"bookSection","title":"Television and translanguaging in a bilingual teaching situation","authors":[{"last":"Williams","first":"C"}],"editors":[{"last":"Sharma","first":"C. Bhushan"}],"year":"2003","date":"2003-00-00 2003","venue":"Technology enhanced primary education: Global experiences","volume":"","issue":"","pages":"1-9","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Williams, C. (2003). Television and translanguaging in a bilingual teaching situation. In C. Bhushan Sharma (Ed.), Technology enhanced primary education: Global experiences (pp. 1– 9). New Delhi, India: Kautilya.","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","8MUBE9VL"],"link":null},{"key":"SU2SFSUF","type":"book","title":"Discourse Analysis beyond the Speech Event","authors":[{"last":"Wortham","first":"Stanton"},{"last":"Reyes","first":"Angela"}],"editors":[],"year":"2015","date":"2015-01-09 2015-1-9","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"0","doi":"10.4324/9781315735207","isbn":"978-1-317-56327-3","url":"https://www.taylorfrancis.com/books/9781317563273","language":"en","abstract":"Winner of the 2016 Edward Sapir Book Prize from the Society for Linguistic Anthropology of the American Anthropological Association Discourse Analysis beyond the Speech Event introduces a new approach to discourse analysis. In this innovative work, Wortham and Reyes argue that discourse analysts should look beyond fixed speech events and consider the development of discourses over time. Drawing on theories and methods from linguistic anthropology and related fields, this book is the first to present a systematic methodological approach to conducting discourse analysis of linked events, allowing researchers to understand not only individual events but also the patterns that emerge across them. Discourse Analysis beyond the Speech Event Provides a method for detailed examination of speech, writing and other communication Introduces students and researchers to the discourse analytic tools and techniques required to analyse the relationships between discourse events Offers explicit guidelines that direct the reader through different stages of discourse analytic research, including worked examples from conversation, magazines and social media Incorporates sample analyses from ethnographic, archival and new media data. This book is essential reading for advanced students and researchers working in the area of discourse analysis.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3AYZB73Q","LS5EI9QZ"],"link":{"href":"https://doi.org/10.4324/9781315735207","label":"doi.org"}},{"key":"FCSU3TDP","type":"journalArticle","title":"Translanguaging as a pedagogy for equity of language minoritized students","authors":[{"last":"Yilmaz","first":"T"}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"International Journal of Multilingualism","volume":"18","issue":"3","pages":"435-454","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Yilmaz, T. (2021). Translanguaging as a pedagogy for equity of language minoritized students. International Journal of Multilingualism, 18(3), 435–454. https://doi.org/10.1080/14790718. 2019.1640705","cites":[],"citedBy":["EHUYCSJC","HIUKBZ79","LS5EI9QZ"],"link":null},{"key":"GKUCH23B","type":"bookSection","title":"Td bien, you could an swer me en cualquier idioma: Puerto Rican codeswitching in bilingual classrooms","authors":[{"last":"Zentella","first":"A. C"}],"editors":[],"year":"1981","date":"1981-00-00 1981","venue":"R. P. Du ran (Ed.), Latino language and communicative be havior","volume":"","issue":"","pages":"109-131","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":3,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"printed","printed":"Zentella, A. C. (1981). Td bien, you could an swer me en cualquier idioma: Puerto Rican codeswitching in bilingual classrooms. In R. P. Du ran (Ed.), Latino language and communicative be havior (pp. 109-131). Norwood, NJ","cites":[],"citedBy":["L8DAV8AZ","ZJ6YREQY"],"link":null},{"key":"GPD8NAG7","type":"journalArticle","title":"Translanguaging in multimodal Macao posters: Flexible versus separate multilingualism","authors":[{"last":"Zhang","first":"Hong"},{"last":"Chan","first":"Brian Hok-Shing"}],"editors":[],"year":"2017","date":"2017-02-00 02/2017","venue":"International Journal of Bilingualism","volume":"21","issue":"1","pages":"34-56","place":"","publisher":"","edition":"","doi":"10.1177/1367006915594691","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/1367006915594691","language":"en","abstract":"Aims:\n              This paper suggests a framework of separate and flexible multilingualism to describe multilingual phenomena in Macao. The aims are to capture both conventional and creative language practice and to explore what exactly is the state of multilingualism in modern Macao under the context of globalization, and more specifically how we can capture variation in multilingual practice.\n            \n            \n              Methodology:\n              The objectives are achieved by analyzing the interplay and distance between languages in multilingual texts, focusing on the multimodality and intertextuality of the texts.\n            \n            \n              Data and analysis:\n              The database is a collection of 300 posters for cultural and entertainment events in Macao. The distance of languages is analyzed at the unit level in multimodal texts; separate and flexible multilingualism are exemplified and further elaborated.\n            \n            \n              Conclusions:\n              Multilingualism in Macao is mainly characterized by separate multilingualism, where different languages are demarcated clearly. However, Macao is undergoing a significant process of globalization, accompanied by a huge flow of people, and concomitantly flexible multilingualism is emergent and coexistent with separate multilingualism. Flexible multilingualism is often manifested in translanguaging. The various practices of translanguaging are performances of creativity and they show criticality by problematizing the widely accepted essentialist conceptions on boundaries between languages and modes.\n            \n            \n              Originality:\n              This paper extends the framework of separate and flexible multilingualism to explain multilingual practice in general. We analyze multimodal data using a combined method of multimodality and multilingualism while focusing on the linguistic elements. The paper treats the posters as a special and less studied type of linguistic landscape in Macao, and it provides an original and realistic interpretation of the written multilingual linguistic landscape in a unique Chinese city.\n            \n            \n              Significance:\n              This paper provides a new way of understanding multilingualism; translanguaging is broadened to account for written data. Multilingualism can be understood better by observing language-related practice in multimodal texts.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","LRDK6HC9","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1177/1367006915594691","label":"doi.org"}},{"key":"WJW2B2PH","type":"journalArticle","title":"Why that, in that language, right now? Code-switching and pedagogical focus: Why that,in that language,right now?","authors":[{"last":"Üstünel","first":"Eda"},{"last":"Seedhouse","first":"Paul"}],"editors":[],"year":"2005","date":"2005-11-01 2005-11-01","venue":"International Journal of Applied Linguistics","volume":"15","issue":"3","pages":"302-325","place":"","publisher":"","edition":"","doi":"10.1111/j.1473-4192.2005.00093.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1473-4192.2005.00093.x","language":"en","abstract":"The study depicts the relationship between pedagogical focus and language choice in the language teaching/learning environment of English as a Foreign Language (EFL) at a Turkish university. The article presents the organisation of code-switching which is teacher-initiated and ‘teacher-induced’. The data were collected from six beginner-level English classrooms. Transcripts of the lessons were examined using the conversation analysis (CA) method of sequential analysis in relation to the pedagogical focus, applying an adapted version of the classic CA question for interaction involving code-switching: “why that, in that language, right now?” The study demonstrates that code-switching in L2 classrooms is orderly and related to the evolution of pedagogical focus and sequence. Through their language choice, learners may display their alignment or misalignment with the teacher's pedagogical focus.","tags":[],"cited":3,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ","MMAGS46K","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1111/j.1473-4192.2005.00093.x","label":"doi.org"}},{"key":"79H7YVYF","type":"bookSection","title":"Translanguaging: An Enactive-Performative Approach to Language Education","authors":[{"last":"Aden","first":"Joëlle"},{"last":"Eschenauer","first":"Sandrine"}],"editors":[{"last":"Moore","first":"Emilee"},{"last":"Bradley","first":"Jessica"},{"last":"Simpson","first":"James"}],"year":"2020","date":"2020-00-00 2020","venue":"Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities","volume":"","issue":"","pages":"102-117","place":"Bristol","publisher":"Multilingual Matters","edition":"","doi":"10.21832/MOORE8045","isbn":"978-1-78892-803-8","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2021-10-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.21832/MOORE8045","label":"doi.org"}},{"key":"IA2Z7QRP","type":"book","title":"Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies","authors":[{"last":"Alvarez","first":"Steven"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"State University of New York Press","volume":"","issue":"","pages":"","place":"Albany","publisher":"State University of New York Press","edition":"","doi":"","isbn":"978-1-4384-6719-1","url":"","language":"","abstract":"","tags":["After-school programs","Education","Home and school","Literacy","Mentoring in education","Mexican American families","Mexican Americans","New York (State) New York","School and community","Social aspects","Social conditions"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"document","printed":"","cites":["3FLGPNB8","7ADE84ZG","7XTXBX5M","APQBZZDV","CQXMIQQW","FCNZE8FA","HAGAHN6W","J9SRYLHF","L6CJYCG5","LW8ST37L","NCCJV6T2","NL9FJ9CX","NYF6VR4R","PB3RPRFI","SLY9KTJ3","STTJVK5J","SZP4YW7P","UV4BXHEX","V722DMU4","V9ZBBBWG","ZULLEIJY"],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9781438467191","label":"Open Library"}},{"key":"LB2XYNBD","type":"book","title":"Imagined Communities: Reflections on the Origin and Spread of Nationalism","authors":[{"last":"Anderson","first":"Benedict"}],"editors":[],"year":"2006","date":"2006-00-00 2006","venue":"Verso","volume":"","issue":"","pages":"","place":"London; New York","publisher":"Verso","edition":"Revised edition","doi":"","isbn":"978-1-84467-086-4","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2022-03-18","prov":"document","printed":"","cites":[],"citedBy":["EHUYCSJC","Q6GDRPSJ","VCQDC8X5"],"link":{"href":"https://openlibrary.org/isbn/9781844670864","label":"Open Library"}},{"key":"EHUYCSJC","type":"book","title":"The Routledge Handbook of Translanguaging in the Global South","authors":[{"last":"Aparecido Da Silva","first":"Kleber"},{"last":"Makalela","first":"Leketi"}],"editors":[],"year":"2025","date":"2025-12-04 2025-12-4","venue":"Routledge","volume":"","issue":"","pages":"","place":"London","publisher":"Routledge","edition":"1","doi":"10.4324/9781003274186","isbn":"978-1-003-27418-6","url":"https://www.taylorfrancis.com/books/9781003274186","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["2S8N54PM","32JY8Y5U","36Z4BGGR","39G77H6D","3AYZB73Q","3IK93XEB","3MTZRSC6","4HSW368I","4K56KHRS","5AC5J23X","5CIAB4TS","5X7HQKEF","5YC7FYX4","62MHXFDR","62THCSPZ","698R4L53","6FMEZLMB","6GYPPJRH","6IPNB475","6V3LICYP","6V6DRBNB","7D5SJ2V3","7GIVL2ED","83H6D632","88R9RBJV","8CAR8W94","8MUBE9VL","8P3JFMRZ","8TCYVDQ4","8UJYTP76","8V939F45","9PVF97GN","A9FRJHXF","AC4U3BNY","AGFSLU69","APQBZZDV","ATFWRF8A","ATQJHL5S","AVPZDTE8","AWSUQEUZ","B28HW3T2","BGX8JQ75","BIQAV8ZJ","BM83RPGZ","BSUKJY3G","BWEGGEK8","C2W7QDS5","C3368684","C34GCQTN","C7HLS5AK","CJ6CNAYL","CM5UDDDX","CPYK44UV","CWX964GH","CXLH2P9A","D46IPPTS","D6YFAZ22","D8CRMMLK","DHMLPH6S","DMWU2GVJ","DP5H4R62","DXL4ITNS","DZZE737F","F4KQJU3Z","F9H2R7UQ","FCRLMPF9","FCSU3TDP","FCZAP5NP","FXWU4ZMR","GCQFRQZ2","GWJL7GP9","GWNV3KFY","GWS94WX9","HAGAHN6W","HJHZK763","HK8WPYRL","HQ4D47XC","HQ7RRSLV","HX5KVLF6","I3XJ33BZ","I7NXKYZK","I9DEE42T","ID6P2UNM","IFEMMMG8","IL4HEAVY","IT8JQS5W","J9SRYLHF","JB4SYFUA","JJ5UH3JR","JJATYE2P","JSJNNQR7","JTKPPTBQ","KEKUYX2L","KL9TGK9E","KPE47K9D","KVXZYFVL","KW7MI6KY","L7IVHXYS","L8DAV8AZ","LB2XYNBD","LJWBWC7X","LNKVBBTF","LQ8YNJ44","M75YKNEI","M82II4K6","MZXWLSFT","N5LS2IWV","N7HY7T5U","NW5UHYBI","P9HGSQ7C","QLGRIVEH","RKRTDP7D","RL4B2KS7","RLZT2DRW","RQL6E9LI","S4N58IIR","S8LJPNWM","SERV4FXB","SKJLMDDF","SLY9KTJ3","SUAUGNE9","SZ7U866T","SZP4YW7P","TB8EA3TY","TDBLXPKV","THN8GG87","U4DUU3DJ","UASEQYWR","UGR4BIQ9","UHK3Z89M","UNUKXLPL","V46GUR35","V722DMU4","V73YPX6R","V9V5XXXB","VAELEQ5K","W3AVGV26","WE97VCPI","WTW2AEXK","WVR52XTG","WX4KMGDW","XKUIM7G8","XVN3XMZX","XXIACBRZ","Y5YZAPVE","YTJ3WPM2","ZHQQ6642","ZJ6YREQY"],"citedBy":[],"link":{"href":"https://doi.org/10.4324/9781003274186","label":"doi.org"}},{"key":"JR37997P","type":"journalArticle","title":"Translanguaging: Towards a strength-based literacy curriculum.","authors":[{"last":"Auld","first":"Glenn"},{"last":"Djabibba","first":"Lena"},{"last":"O&amp","first":"Joanne"},{"last":"apos","first":""},{"last":"Mara","first":""}],"editors":[],"year":"2020","date":"2020-02-01 2020/02/01","venue":"Literacy Learning: The Middle Years","volume":"28","issue":"1","pages":"32-41","place":"","publisher":"Australian Literacy Educators' Association","edition":"","doi":"","isbn":"","url":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=13205692&v=2.1&it=r&id=GALE%7CA616314662&sid=googleScholar&linkaccess=abs","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":["5YC7FYX4","7GIVL2ED","APQBZZDV","PR5BNKYQ","S4N58IIR"],"citedBy":[],"link":{"href":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=13205692&v=2.1&it=r&id=GALE%7CA616314662&sid=googleScholar&linkaccess=abs","label":"go.gale.com"}},{"key":"HK463PQP","type":"journalArticle","title":"From Code-Switching to Digital Translanguaging in Indonesian AI-Assisted EFL Contexts","authors":[{"last":"Awal","first":"Syawal"},{"last":"Patahuddin","first":"Patahuddin"},{"last":"Nasrullah","first":"Nasrullah A"}],"editors":[],"year":"2026","date":"2026-09-01 2026-09-01","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"document","printed":"","cites":[],"citedBy":[],"link":null},{"key":"YGLP4JSZ","type":"journalArticle","title":"'Ganchulinas' and 'Rainbowli' Colors: Young Multilingual Children Play with Language in Head Start Classroom","authors":[{"last":"Axelrod","first":"Ysaaca"}],"editors":[],"year":"2017","date":"2017-01-00 January 2017","venue":"Early Childhood Education Journal","volume":"45","issue":"1","pages":"103-110","place":"","publisher":"Springer Nature","edition":"","doi":"10.1007/s10643-014-0631-z","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=120569856&site=ehost-live","language":"","abstract":"The purpose of this ethnographic case study was to study the language development of 4-year-old emergent bilinguals in a bilingual (Spanish/English) Head Start classroom with flexible language practices. Data were collected throughout the 10-month school year by visiting the classroom 2-3 times per week. Data include: field notes (observations and detailed notes of children language practices); transcriptions of interviews with teachers, families and administrators; and artifacts of children's work. The data were analyzed by examining shifts and patterns in the children's language practices over the year and the ways in which they negotiated language with others. Interviews with teachers, families and administrators provide insight into the language ideologies of the classroom, school and community. This paper highlights the language practices of two children to demonstrate the ways in which hybrid language practices, fostered by the teachers, created a classroom environment that allowed children to draw from their full linguistic repertoire to develop and engage with the curriculum.","tags":["CHILD development centers","Case-study","EARLY childhood education","Emergent bilingual","Language development","MULTILINGUALISM in children","Multilingualism","Preschool","Qualitative","multilingual education","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"record","printed":"","cites":["32JBRP2V","BIQAV8ZJ","NCCJV6T2","Q82YKHNC"],"citedBy":[],"link":{"href":"https://doi.org/10.1007/s10643-014-0631-z","label":"doi.org"}},{"key":"86RSYF8M","type":"journalArticle","title":"Translanguaging as a pedagogical approach in primary mathematics classrooms: a systematic review","authors":[{"last":"Baart","first":"Hanneke"},{"last":"Smit","first":"Jantien"},{"last":"Bakker","first":"Arthur"},{"last":"Blom","first":"Elma"}],"editors":[],"year":"2026","date":"2026-09-10 2026-09-10","venue":"Educational Studies in Mathematics","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"10.1007/s10649-026-10552-y","isbn":"","url":"https://link.springer.com/10.1007/s10649-026-10552-y","language":"en","abstract":"Abstract\n            Many multilingual learners encounter the challenge of mastering mathematics while also acquiring or further developing the language of instruction, including developing proficiency in mathematical language and discourse in the language of instruction. Using the home language(s) as a valued resource alongside the language of instruction, known as translanguaging, has the potential for these learners to participate more actively and improve their mathematical performance. The present review synthesizes translanguaging strategies used, challenges found, and hindering and enabling factors to keep in mind when promoting translanguaging as a pedagogical approach within primary mathematics education. The review explores how translanguaging strategies are adapted to address the specific linguistic needs of mathematics education in primary classrooms. Following PRISMA guidelines, 42 peer-reviewed studies (2000–2024) were included. Results show that challenges and hindering and enabling factors depend on the ability of the teacher to speak learners’ home languages, whether learners share their home language, and learners’ skills such as capability to read and write in the home language. Digital translanguaging strategies, such as the use of translation apps or multilingual software, appear to be a promising way to promote translanguaging as a pedagogical approach. Concerning mathematics education, the critical thinking and problem solving required, the challenge for some multilingual learners to make sense of the language of instruction, as well as the required proficiency in mathematical language and discourse, may all influence how translanguaging can or should be enacted in primary classrooms.","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1007/s10649-026-10552-y","label":"doi.org"}},{"key":"CPYK44UV","type":"book","title":"Foundations of Bilingual Education and Bilingualism","authors":[{"last":"Baker","first":"Colin"}],"editors":[],"year":"2001","date":"2001-00-00 2001","venue":"Multilingual Matters Ltd","volume":"","issue":"","pages":"","place":"Clevedon","publisher":"Multilingual Matters Ltd","edition":"3rd ed.","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"document","printed":"","cites":["34TFRXFE","3QZ958GQ","3X5NDUD5","4HSW368I","4MFZU6JU","5TIJE3RG","5ZWVWV4S","6EA8KBRP","6H7DFUIH","7FH5LE4S","7PWMN29U","7SAXW9BG","7UPI5S69","7XTXBX5M","8D9BUAWP","8EYZJSKU","8FQYYBIH","8LK8PI57","8V939F45","9425KRVM","954H7GFE","9BUGPYSW","9R3Z6CFU","9VBQFPME","DHMNZVEA","ENN7D45V","EP4AI2T5","FCNZE8FA","FPEMIACY","GUTH33TI","HG78NZ6M","HX5KVLF6","J5J68G5K","J7D3SITN","JL4WXUFY","KHFMSMLV","KSYEWU6J","KTLD665D","KX4KY2XN","LIBYWGT8","ME29QQ6N","MXM7JF3J","NCCJV6T2","NJAWL99S","NNCWAAZ8","PAVRTRKC","PR5BNKYQ","Q2GJB5J6","QNDG96SA","QW9ZIUCU","RJZKNIA3","SLRDVVNG","ST84DQQQ","SUAUGNE9","TJQT3JR3","TUGLJCHN","UFIV4BXC","UTB4EZ9C","UYQE2IVG","W3AVGV26","X6AC9QP8","XJYLJ2YT","XUF8SZ7Z","YT3QJNAW","ZK3A23MF","ZSJ9SQGL","ZULLEIJY"],"citedBy":["36Z4BGGR","39G77H6D","3H5HEYDC","8MUBE9VL","AGFSLU69","BSUKJY3G","EHUYCSJC","FXWU4ZMR","HJB7RNNX","HKMAGX8I","HQFR9JPG","IT8JQS5W","IZ9M54S5","LS5EI9QZ","MZXWLSFT","S4N58IIR","SZP4YW7P"],"link":null},{"key":"VI3A4Q2J","type":"book","title":"Translation and Translanguaging","authors":[{"last":"Baynham","first":"Mike"},{"last":"Lee","first":"Tong-King"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"Routledge","volume":"","issue":"","pages":"","place":"London; New York","publisher":"Routledge","edition":"","doi":"","isbn":"978-1-351-65787-7","url":"","language":"","abstract":"","tags":["Translanguaging (Linguistics)","Translating and interpreting"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-15","prov":"document","printed":"","cites":[],"citedBy":["LPQURRBB","LS5EI9QZ","QNUBRZ3H","WMRY9PIB"],"link":{"href":"https://openlibrary.org/isbn/9781351657877","label":"Open Library"}},{"key":"LPQURRBB","type":"journalArticle","title":"Marked and Unmarked Translanguaging in Accelerated, Mainstream, and Sheltered English Classrooms","authors":[{"last":"Beiler","first":"Ingrid Rodrick"}],"editors":[],"year":"2021","date":"2021-01-01 2021-01-01","venue":"Multilingua","volume":"40","issue":"1","pages":"107-138","place":"","publisher":"De Gruyter Mouton","edition":"","doi":"10.1515/multi-2020-0022","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/multi-2020-0022/html","language":"en","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 various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically majoritized and minoritized students were learning English as an additional language. Data are drawn from four months of linguistic ethnographic fieldwork at a Norwegian upper secondary school and include field notes, video and screen recordings, texts, language portraits, and teacher and student interviews. I found that translanguaging was marked in two largely separate ways: (1) bilingual English-Norwegian practices were more frequently marked in accelerated and mainstream settings, in relation to students’ perceived English proficiency level; whereas (2) translanguaging drawing on minoritized languages was more consistently marked in all three settings as a deviation from majority linguistic practices, thus distinguishing majoritized (English-Norwegian) from minoritized translanguaging. Implications include the importance of analyzing translanguaging in relation to locally salient discourses and contextualizing pedagogical interventions in larger struggles for justice.","tags":["Multilingualism","language education","markedness","monoglossic ideologies","raciolinguistic ideologies","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["3HS2YP7F","4K6YYS37","6FMEZLMB","6V3LICYP","83H6D632","9PVF97GN","A9FRJHXF","AGFSLU69","APQBZZDV","BDMJXWPM","BHAB8GPK","D6WAF89V","DZZE737F","F4KQJU3Z","FXWU4ZMR","HAGAHN6W","HQFR9JPG","IT8JQS5W","J9SRYLHF","JSJNNQR7","KHFMSMLV","KPE47K9D","M82II4K6","MZXWLSFT","SLY9KTJ3","SZP4YW7P","UASEQYWR","VI3A4Q2J","W3AVGV26","WVR52XTG","XSD7IZDQ"],"citedBy":[],"link":{"href":"https://doi.org/10.1515/multi-2020-0022","label":"doi.org"}},{"key":"6QX932AH","type":"journalArticle","title":"An Overview of Translanguaging: 20 Years of ‘Giving Voice to Those Who Do Not Speak’","authors":[{"last":"Beres","first":"Anna M."}],"editors":[],"year":"2015","date":"2015-04-09 2015-4-9","venue":"Translation and Translanguaging in Multilingual Contexts","volume":"1","issue":"1","pages":"103-118","place":"","publisher":"","edition":"","doi":"10.1075/ttmc.1.1.05ber","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/ttmc.1.1.05ber","language":"en","abstract":"Over the last two decades, with the increasing bilingual population across the globe, it has become clear that we need to develop new approaches to language and education. Translanguaging is a term that was originally coined in Wales to describe a kind of bilingual education in which students receive information in one language, for example English, and produce an output of their learning in their second language, for example Welsh. Since then, scholars across the globe have developed this concept and it is now argued it is the best way to educate bilingual children in the 21st century. The present article offers an overview of translanguaging from its origins in Wales to recent developments in the UK and the US. It first presents the traditional approaches to bilingualism in education, which viewed the first and second language as separate entities. Next, it explores how bilingual education can be transformed through the use of translanguaging and outlines current research in the UK. Finally, it proposes some avenues for future studies.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["28HUB5CF","2ASZXNX2","4HSW368I","6IPNB475","A4LE6JX6","AGFSLU69","APQBZZDV","BWEGGEK8","CXLH2P9A","D46IPPTS","DP5H4R62","DYLUZ7I2","FCRLMPF9","IT8JQS5W","J9XT7QT9","JTKPPTBQ","KTLD665D","L8DAV8AZ","PTKSUK27","RYGA9Q7L","STTJVK5J","SZP4YW7P","UYQE2IVG","V9ZBBBWG","VTVKJCZA","W3AVGV26","XMJGD4BA"],"citedBy":["3H5HEYDC","BSUKJY3G","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1075/ttmc.1.1.05ber","label":"doi.org"}},{"key":"RYGA9Q7L","type":"book","title":"Multilingualism: A Critical Perspective","authors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"editors":[],"year":"2010","date":"2010-02-07 2010-02-07","venue":"Bloomsbury Publishing","volume":"","issue":"","pages":"","place":"","publisher":"Bloomsbury Publishing","edition":"","doi":"","isbn":"978-0-8264-9209-8","url":"","language":"en","abstract":"What does it mean to young people to be multilingual? What do multilingual speakers&#39; linguistic resources mean to them? Are they happy to discard their languages, and assimilate to English, or are there other issues at stake? Do communities set out to ensure that their languages are maintained and passed on to the next generation, and if so, how, and why? What if speakers appropriate and make use of linguistic resources not typically associated with their ‘ethnic&#39; or ‘heritage&#39; group? Is there consensus about the role and value of particular sets of linguistic resources, or is this contested, and negotiated? How do negotiations about linguistic resources and identities play out in institutional contexts, and what language practices are used in these negotiations? Adrian Blackledge and Angela Creese address these questions, taking a critical perspective to examine issues such as nationalism, heritage, culture, identity negotiation, ideology and power. They offer responses from their detailed investigations of the language practices of multilingual young people and their teaching experiences in complementary schools in four cities in England. As a comprehensive examination of the issues surrounding multilingualism, it will be essential reading for advanced students and researchers of sociolinguistics and multilingualism.","tags":["Language Arts & Disciplines / Linguistics / General","Language Arts & Disciplines / Linguistics / Sociolinguistics","Language Arts & Disciplines / Literacy"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"document","printed":"","cites":[],"citedBy":["3H5HEYDC","5AC5J23X","6QX932AH","8MUBE9VL","BSUKJY3G","BW99NC43","HKMAGX8I","IT8JQS5W","JS9DFKMQ","LS5EI9QZ","MZXWLSFT","RQL6E9LI","S4N58IIR","U2RPB87S","WX4KMGDW","XMJGD4BA","ZEMQR5GJ","ZEUIJ42F"],"link":{"href":"https://openlibrary.org/isbn/9780826492098","label":"Open Library"}},{"key":"3AYZB73Q","type":"journalArticle","title":"Translanguaging and the Body","authors":[{"last":"Blackledge","first":"Adrian"},{"last":"Creese","first":"Angela"}],"editors":[],"year":"2017","date":"2017-07-03 July 3, 2017","venue":"International Journal of Multilingualism","volume":"14","issue":"3","pages":"250-268","place":"","publisher":"Routledge","edition":"","doi":"10.1080/14790718.2017.1315809","isbn":"","url":"https://doi.org/10.1080/14790718.2017.1315809","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-15","prov":"record","printed":"","cites":["5YC7FYX4","7EEICET3","7GWSA8XB","8CAR8W94","APQBZZDV","CHHJPXMM","CWX964GH","DR8LZRRG","NL9FJ9CX","PAVRTRKC","QIDR876V","SU2SFSUF","TAK6TC2Q","WX4KMGDW","X2PLE88Z"],"citedBy":["3H5HEYDC","BIW2T525","BSUKJY3G","EHUYCSJC","LS5EI9QZ","U2RPB87S","UCVERERJ","UHK3Z89M","WMRY9PIB","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1080/14790718.2017.1315809","label":"doi.org"}},{"key":"5YC7FYX4","type":"book","title":"The Sociolinguistics of Globalization","authors":[{"last":"Blommaert","first":"Jan"}],"editors":[],"year":"2010","date":"2010-00-00 2010","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"Cambridge","publisher":"Cambridge University Press","edition":"","doi":"10.1017/CBO9780511845307","isbn":"978-0-521-88406-8","url":"https://www.cambridge.org/core/books/sociolinguistics-of-globalization/6A394CC8645B1BF34C56147896739121","language":"","abstract":"Human language has changed in the age of globalization: no longer tied to stable and resident communities, it moves across the globe, and it changes in the process. The world has become a complex 'web' of villages, towns, neighbourhoods and settlements connected by material and symbolic ties in often unpredictable ways. This phenomenon requires us to revise our understanding of linguistic communication. In The Sociolinguistics of Globalization Jan Blommaert constructs a theory of changing language in a changing society, reconsidering locality, repertoires, competence, history and sociolinguistic inequality.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-11-05","prov":"record","printed":"","cites":[],"citedBy":["3AYZB73Q","3H5HEYDC","7KQ3YA6E","8P3JFMRZ","BSUKJY3G","DNFJEAKI","EHUYCSJC","HIUKBZ79","I3XJ33BZ","IT8JQS5W","J9SRYLHF","JR37997P","LRDK6HC9","LS5EI9QZ","MZXWLSFT","Q6GDRPSJ","QKEW8S7I","S4N58IIR","U2RPB87S","UCVERERJ","UHK3Z89M","ZEMQR5GJ","ZEUIJ42F","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1017/CBO9780511845307","label":"doi.org"}},{"key":"U3MFTM43","type":"journalArticle","title":"Can We Talk? Creating Opportunities for Meaningful Academic Discussions with Multilingual Children","authors":[{"last":"Bolt","first":"Mary E."},{"last":"Rodriguez","first":"Carmen M."},{"last":"Wagner","first":"Christopher J."},{"last":"Proctor","first":"C. Patrick"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"YC Young Children","volume":"74","issue":"2","pages":"40-47","place":"","publisher":"National Association for the Education of Young Children (NAEYC)","edition":"","doi":"","isbn":"","url":"https://www.jstor.org/stable/26808909","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":["ZQWK68PW"],"citedBy":[],"link":{"href":"https://www.jstor.org/stable/26808909","label":"jstor.org"}},{"key":"U2RPB87S","type":"journalArticle","title":"Translanguaging Engagement: Dynamic Multilingualism and University Language Engagement Programmes","authors":[{"last":"Bradley","first":"Jessica"}],"editors":[],"year":"2017","date":"2017-12-31 2017-12-31","venue":"Bellaterra Journal of Teaching & Learning Language & Literature","volume":"10","issue":"4","pages":"9","place":"","publisher":"","edition":"","doi":"10.5565/rev/jtl3.759","isbn":"","url":"http://revistes.uab.cat/jtl3/article/view/v10-n4-bradley","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["32JBRP2V","38TBQ9S6","3AYZB73Q","3HS2YP7F","43ZV6JSV","5YC7FYX4","6GYPPJRH","6IPNB475","7GIVL2ED","7GWSA8XB","9TF6GKCU","AC4U3BNY","APQBZZDV","B36ANBDE","BIW2T525","CLBUDX5J","CXLH2P9A","DS4FV89J","FWKPX74V","GKN6P94H","ID6P2UNM","J9SRYLHF","JTKPPTBQ","M3FV3BSI","R573KLWQ","RYGA9Q7L","SZP4YW7P","T7MB3VDQ","TAK6TC2Q","TB8EA3TY","UPVR9GS2","UU6SUQK9","WX4KMGDW","ZJ6YREQY"],"citedBy":[],"link":{"href":"https://doi.org/10.5565/rev/jtl3.759","label":"doi.org"}},{"key":"T7MB3VDQ","type":"thesis","title":"Translation and Translanguaging in Production and Performance in Community Arts","authors":[{"last":"Bradley","first":"Jessica Mary"}],"editors":[],"year":"2018","date":"2018-00-00 2018","venue":"University of Leeds","volume":"","issue":"","pages":"","place":"","publisher":"University of Leeds","edition":"","doi":"","isbn":"","url":"http://etheses.whiterose.ac.uk/23592/","language":"eng","abstract":"This thesis is an ethnographic investigation of the processes involved in producing a collaborative piece of street arts theatre. It addresses a current shift in theories of dynamic multilingualism, specifically translanguaging, towards the multimodal and the embodied. It asks how people make meaning across languages, cultures and practices. It also asks how people make meaning and perform meaning across spaces and places, about the resources they have and use, and how these resources are drawn on in multiple ways to make and perform meaning. By taking the theatre of the street as its central concern, this research informs current understandings of multilingual and multimodal communication in arts-based settings. The findings extend theoretical understandings of translanguaging and further develop empirically grounded knowledge about how people communicate when developing a shared project. A range of research approaches was adopted for this study, including linguistic ethnography, visual ethnography and sensory ethnography. The research focuses on the trans-semiotisation of a story - a thread - as it undergoes a series of transformations during the production process to become, in its final incarnation, a performance in the street. In focusing on collaborative street arts, it raises theoretical questions around the extent to which the concept of translanguaging can encompass the multimodal and the embodied. It also addresses a need for innovative approaches to understanding communication in transdisciplinary projects. Its findings are relevant across disciplines and sectors, including for cross-sector arts-based project settings, for street arts practitioners, and for arts-informed pedagogy and community arts. Methodologically, this study illustrates and evidences the centrality of ethnography as an approach to understanding communication across spaces and places. In particular, it highlights the role of short, intensive periods of ethnographic study within the context of a wider commitment to collaborative working and the insights made possible through this way of working.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"document","printed":"","cites":[],"citedBy":["BSUKJY3G","LS5EI9QZ","U2RPB87S","ZEUIJ42F"],"link":{"href":"http://etheses.whiterose.ac.uk/23592/","label":"etheses.whiterose.ac.uk"}},{"key":"4SPPSQER","type":"journalArticle","title":"The Translanguaging Conversation: A Dialogic Review","authors":[{"last":"Brantner","first":"Mark"},{"last":"Frost","first":"Alanna"},{"last":"Malley","first":"Suzanne Blum"}],"editors":[],"year":"2016","date":"2016-03-22 2016/03/22","venue":"Composition Studies","volume":"44","issue":"1","pages":"151-160","place":"","publisher":"University of Massachusetts Boston","edition":"","doi":"","isbn":"","url":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=15425894&v=2.1&it=r&id=GALE%7CA544601758&sid=googleScholar&linkaccess=abs","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=15425894&v=2.1&it=r&id=GALE%7CA544601758&sid=googleScholar&linkaccess=abs","label":"go.gale.com"}},{"key":"AVZKGGLG","type":"bookSection","title":"The Tool, the Heart, and the Mirror: About Emotional Aspects of Language in Transcultural Urban Contexts","authors":[{"last":"Breier","first":"Dorothea"}],"editors":[{"last":"Siragusa","first":"Laura"},{"last":"Ferguson","first":"Jenanne K."}],"year":"2020","date":"2020-00-00 2020","venue":"Responsibility and Language Practices in Place","volume":"5","issue":"","pages":"41-61","place":"","publisher":"Finnish Literature Society","edition":"","doi":"10.2307/j.ctv199tdgh.5","isbn":"","url":"https://www.jstor.org/stable/j.ctv199tdgh.5","language":"","abstract":"Since July 2018, thousands have used the hashtag #MeTwo to tweet about their experiences as people of migrant background living in Germany (DW 2018). Twenty-five-year-old Ali Can, whose family migrated from Turkey to Germany when he was a toddler, created this hashtag as a reference to 2017’ s #MeToo campaign that revolved around sexism in Hollywood. Can explained that he chose this hashtag consciously:  The number two as a symbol: One can be German and still feel connected to another country—because one was born there, because one speaks the language, because one’s parents come from there. (…) Two hearts","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["28HUB5CF","AXUXVNHY","L8DAV8AZ","NYF6VR4R"],"citedBy":[],"link":{"href":"https://doi.org/10.2307/j.ctv199tdgh.5","label":"doi.org"}},{"key":"6TMY3B55","type":"journalArticle","title":"Faith in Conversation: Translation, Translanguaging, and the British God Debate: Faith in Conversation: Translation, Translanguaging, and the British God Debate","authors":[{"last":"Brink-Danan","first":"Marcy"}],"editors":[],"year":"2015","date":"2015-08-00 08/2015","venue":"Journal of Linguistic Anthropology","volume":"25","issue":"2","pages":"173-194","place":"","publisher":"","edition":"","doi":"10.1111/jola.12088","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/jola.12088","language":"en","abstract":"Taking ideas about interfaith communication among stakeholders in the British “God Debate” as an illustrative case, I propose that the translation metaphor, widely adopted across disciplines, might productively be replaced by a different metaphor, “translanguaging” (García and Wei 2013). I suggest that the model of sociolinguistic relations offered by translanguaging nicely addresses the genealogical inseparability of “religious” language and “secular” language. This working replacement for the translation metaphor invites new kinds of philosophical and anthropological engagements with difference and may be extended to the analysis of other phenomena that demand nonbinary thought, such as transculturalism, transgenderism and transnationalism.","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2021-10-02","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1111/jola.12088","label":"doi.org"}},{"key":"ANPQYEEL","type":"journalArticle","title":"Using a narrative approach to researching literacy and non-formal education in Africa and Asia","authors":[{"last":"Brock-Utne","first":"Birgit"}],"editors":[],"year":"2018","date":"2018-12-00 December 2018","venue":"International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft","volume":"64","issue":"6","pages":"701-711","place":"","publisher":"Springer Nature","edition":"","doi":"10.1007/s11159-018-9755-5","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=133200687&site=ehost-live","language":"","abstract":"An introduction is presented which discusses reports on qualitative research method known as autoethnography, ubuntu translanguaging, and South African domestic worker.","tags":["AUTOETHNOGRAPHY","HOUSEHOLD employees"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1007/s11159-018-9755-5","label":"doi.org"}},{"key":"QU3FT6ID","type":"bookSection","title":"Translanguaging and Multimediality in Philippe de Thaon’s Medieval ‘French’ Bestiaire","authors":[{"last":"Campbell","first":"Emma"}],"editors":[],"year":"2025","date":"2025-07-07 2025-07-07","venue":"Medieval Bestiaries","volume":"","issue":"","pages":"9-39","place":"","publisher":"Brill","edition":"","doi":"10.1163/9789004734937_003","isbn":"978-90-04-73493-7","url":"https://brill.com/display/book/9789004734937/BP000012.xml","language":"en","abstract":"","tags":["Art History","Book History","History","Jewish Studies","Manuscripts & Book History","Manuscripts & Printing","Middle East and Islamic Studies"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1163/9789004734937_003","label":"doi.org"}},{"key":"94HRUTE6","type":"journalArticle","title":"Multilingual Strategies of Negotiating English: From Conversation to Writing","authors":[{"last":"Canagarajah","first":"Suresh"}],"editors":[],"year":"2009","date":"2009-00-00 2009","venue":"JAC","volume":"29","issue":"1/2","pages":"17-48","place":"","publisher":"JAC","edition":"","doi":"","isbn":"","url":"https://www.jstor.org/stable/20866885","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-08","prov":"document","printed":"","cites":["7XTXBX5M","HUSHI2W4"],"citedBy":["6IPNB475","BIW2T525","LRDK6HC9"],"link":{"href":"https://www.jstor.org/stable/20866885","label":"jstor.org"}},{"key":"JTKPPTBQ","type":"journalArticle","title":"Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy","authors":[{"last":"Canagarajah","first":"Suresh"}],"editors":[],"year":"2011","date":"2011-05-16 May 16, 2011","venue":"Applied Linguistics Review","volume":"2","issue":"","pages":"1-28","place":"","publisher":"","edition":"","doi":"10.1515/9783110239331.1","isbn":"","url":"","language":"","abstract":"The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"record","printed":"","cites":["2F9NYAVU","3JQ7DSJR","4ZEQPV3D","5EQFFIXQ","5F2VIUFC","6AZHHSTG","7XTXBX5M","AVPZDTE8","CM5UDDDX","E6XH9QQF","GZQU5JIJ","IRW6EHDY","L8DAV8AZ","LNKVBBTF","MZZZNUIE","NMGCDQ4A","SZP4YW7P","WAWGTTY7","WQ85UWCN","XRUXQRB6","XXIACBRZ","Y5YZAPVE"],"citedBy":["3H5HEYDC","5AC5J23X","6FMEZLMB","6QX932AH","7KQ3YA6E","8MUBE9VL","8P3JFMRZ","AGFSLU69","BSUKJY3G","EHUYCSJC","FXWU4ZMR","G3MKL6QV","HIUKBZ79","HJB7RNNX","HQ7RRSLV","I3XJ33BZ","LS5EI9QZ","MMAGS46K","Q6GDRPSJ","S4N58IIR","U2RPB87S","UHK3Z89M","VCQDC8X5","WX4KMGDW","ZEUIJ42F","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1515/9783110239331.1","label":"doi.org"}},{"key":"6IPNB475","type":"journalArticle","title":"Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging","authors":[{"last":"Canagarajah","first":"Suresh"}],"editors":[],"year":"2011","date":"2011-09-00 09/2011","venue":"The Modern Language Journal","volume":"95","issue":"3","pages":"401-417","place":"","publisher":"","edition":"","doi":"10.1111/j.1540-4781.2011.01207.x","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2011.01207.x","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-14","prov":"record","printed":"","cites":["3JQ7DSJR","4ZEQPV3D","6AZHHSTG","94HRUTE6","AMXQCVSI","CM5UDDDX","DXDFICES","L8DAV8AZ","MZZZNUIE","PB3RPRFI","SZP4YW7P","WAWGTTY7","XRUXQRB6","XXIACBRZ"],"citedBy":["3H5HEYDC","5AC5J23X","6FMEZLMB","6QX932AH","7KQ3YA6E","8MUBE9VL","8P3JFMRZ","AGFSLU69","BSUKJY3G","EHUYCSJC","FXWU4ZMR","G3MKL6QV","HIUKBZ79","HJB7RNNX","HQ7RRSLV","I3XJ33BZ","LS5EI9QZ","MMAGS46K","Q6GDRPSJ","S4N58IIR","U2RPB87S","UHK3Z89M","VCQDC8X5","WX4KMGDW","ZEUIJ42F","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1111/j.1540-4781.2011.01207.x","label":"doi.org"}},{"key":"J9SRYLHF","type":"book","title":"Translingual Practice: Global Englishes and Cosmopolitan Relations","authors":[{"last":"Canagarajah","first":"A. Suresh"}],"editors":[],"year":"2013","date":"2013-00-00 2013","venue":"Routledge","volume":"","issue":"","pages":"","place":"Milton Park, Abingdon, Oxon ; New York","publisher":"Routledge","edition":"","doi":"","isbn":"978-0-415-68398-2","url":"","language":"","abstract":"","tags":["English language","Globalization","Intercultural communication","Multilingualism","Second language acquisition","Social aspects","Sociolinguistics"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":["2F9NYAVU","3EB89L89","5EQFFIXQ","5F2VIUFC","5YC7FYX4","6AZHHSTG","7XTXBX5M","AMXQCVSI","ATQJHL5S","CM5UDDDX","CQXMIQQW","DAPKDEXE","DMWU2GVJ","E6XH9QQF","FWKPX74V","FXU5ITQR","GZQU5JIJ","HUSHI2W4","IC2CDCXQ","IRW6EHDY","L8DAV8AZ","NDM8LLVE","QLGRIVEH","V3IJM28N","WAWGTTY7","WQ85UWCN","XRUXQRB6"],"citedBy":["3H5HEYDC","6FMEZLMB","8P3JFMRZ","BIW2T525","BSUKJY3G","BW99NC43","EHUYCSJC","FZBZJVSC","HIUKBZ79","HKMAGX8I","HQFR9JPG","IA2Z7QRP","LPQURRBB","LRDK6HC9","LS5EI9QZ","MZXWLSFT","PLXI6NI5","Q6GDRPSJ","RCZDTX8S","RPZWWINA","U2RPB87S","WMRY9PIB","YGNJR7WI","YTJ3WPM2","ZEUIJ42F","ZJ6YREQY"],"link":{"href":"https://openlibrary.org/isbn/9780415683982","label":"Open Library"}},{"key":"HIUKBZ79","type":"book","title":"Translanguaging for Empowerment and Equity: Language Practices in Philippine Education and Other Public Spaces","authors":[{"last":"Canilao","first":"Maria Luz Elena Nabong"},{"last":"De Los Reyes","first":"Robin Atilano"}],"editors":[],"year":"2023","date":"2023-00-00 2023","venue":"Springer Nature Singapore","volume":"","issue":"","pages":"","place":"Singapore","publisher":"Springer Nature Singapore","edition":"","doi":"10.1007/978-981-99-8589-0","isbn":"978-981-99-8588-3","url":"https://link.springer.com/10.1007/978-981-99-8589-0","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["25M4S24R","2ASZXNX2","2J4N2HBP","2QGREG5J","2XRZ6PHE","3FLGPNB8","3H5HEYDC","43C2C7LA","4MFR47TS","5EQFFIXQ","5HFE7YJ4","5YC7FYX4","6CP5JNSZ","6FMEZLMB","6IPNB475","7GIVL2ED","8MUBE9VL","8UJYTP76","9X3S47UH","AGFSLU69","APQBZZDV","ATQJHL5S","B7X6X3FC","BGX8JQ75","CDCADWHQ","CJ6CNAYL","CQXMIQQW","D6WAF89V","DR75KE69","DRRBZDY2","E9SKJZTN","FCSU3TDP","FPQX8KD5","FW64B7CI","FWPWWKDW","FXWU4ZMR","G29HWYC3","GPD8NAG7","HAGAHN6W","HJHZK763","HM9N7AC6","HQFR9JPG","IT8JQS5W","J9SRYLHF","JTKPPTBQ","KPG4D247","KTLD665D","L7IVHXYS","L8DAV8AZ","LNDM3GL5","M3FV3BSI","M75YKNEI","M83WN7RU","MZXWLSFT","N7HY7T5U","NCNSNP4V","NTN4X3QT","PTKSUK27","QE6LMK43","QLGRIVEH","RHT4LLE9","RPZWWINA","S4N58IIR","SAMW2EQK","SLY9KTJ3","STTJVK5J","SUVYTBZU","SZ7U866T","SZP4YW7P","T68M5CKR","TDNNH9W5","THN8GG87","UPVR9GS2","UU6SUQK9","V9ZBBBWG","VMG35I5G","W3AVGV26","WLP7GTSW","WTW2AEXK","WV9H7JB8","WX4KMGDW","XMJGD4BA","YJLPVDWH","YLIN9J9D","YUWHWBRU","ZJ6YREQY"],"citedBy":[],"link":{"href":"https://doi.org/10.1007/978-981-99-8589-0","label":"doi.org"}},{"key":"L4Y8D332","type":"book","title":"Translanguaging: A CUNY-NYSIEB Guide for Educators","authors":[{"last":"Celic","first":"Christina"},{"last":"Seltzer","first":"Kate"}],"editors":[],"year":"2012","date":"2012-00-00 2012","venue":"CUNY-NYSIEB","volume":"","issue":"","pages":"","place":"New York","publisher":"CUNY-NYSIEB","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":null},{"key":"XMJGD4BA","type":"journalArticle","title":"A Holistic Approach to Multilingual Education: Introduction","authors":[{"last":"Cenoz","first":"Jasone"},{"last":"Gorter","first":"Durk"}],"editors":[],"year":"2011","date":"2011-00-00 2011","venue":"The Modern Language Journal","volume":"95","issue":"3","pages":"339-343","place":"","publisher":"[National Federation of Modern Language Teachers Associations, Wiley]","edition":"","doi":"","isbn":"","url":"https://www.jstor.org/stable/41262370","language":"","abstract":"In contrast to more traditional approaches that look at one language at a time, in this issue we propose a holistic approach that takes into account all of the languages in the learner's repertoire. First, we discuss some ideas about the monolingual bias both in research and in language teaching. Then we look at multilingual practices among multilingual speakers that include phenomena such as codeswitching, translanguaging, and codemeshing. These ideas are followed by a short introduction for each of the contributions to this special issue.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-09","prov":"document","printed":"","cites":["6AZHHSTG","CXLH2P9A","DP5H4R62","DSQVLTDI","DXDFICES","FCRLMPF9","G4BXFPV3","L8DAV8AZ","LNKVBBTF","MASNR9AA","MTTSLYNG","RYGA9Q7L"],"citedBy":["6CP5JNSZ","6FMEZLMB","6QX932AH","7KQ3YA6E","BGX8JQ75","HIUKBZ79","LRDK6HC9","QE6LMK43","RPZWWINA","ZJ6YREQY"],"link":{"href":"https://www.jstor.org/stable/41262370","label":"jstor.org"}},{"key":"6FMEZLMB","type":"journalArticle","title":"Minority languages and sustainable translanguaging: threat or opportunity?","authors":[{"last":"Cenoz","first":"Jasone"},{"last":"Gorter","first":"Durk"}],"editors":[],"year":"2017","date":"2017-11-26 November 26, 2017","venue":"Journal of Multilingual and Multicultural Development","volume":"38","issue":"10","pages":"901-912","place":"","publisher":"Routledge","edition":"","doi":"10.1080/01434632.2017.1284855","isbn":"","url":"https://doi.org/10.1080/01434632.2017.1284855","language":"","abstract":"Traditionally, languages have been separated from each other in the school curriculum and there has been little consideration for resources that learners possess as emergent multilinguals. This policy is aimed at the protection of minority languages and has sought to avoid cross-linguistic influence and codeswitching. However, these ideas have been challenged by current multilingual ideologies in a society that is becoming more globalised. Within the field of multilingual education studies, there is a strong trend towards replacing the idea of isolated linguistic systems with approaches that take multilingual speakers and their linguistic repertoire as a reference.This article focuses on translanguaging, a concept that was developed in bilingual schools in Wales and refers both to pedagogically oriented strategies and to spontaneous language practices. In this article, translanguaging will be analysed as related to the protection and promotion of minority languages. Examples from multilingual education involving minority languages will be shown in order to see how translanguaging can be at the same time a threat for the survival of minority languages and an opportunity for their development. A set of principles that can contribute to sustainable translanguaging in a context of regional minority language use will be discussed.","tags":["Basque","Multilingualism","bilingualism","minority languages","multilingual education","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-15","prov":"record","printed":"","cites":["25M4S24R","2XRZ6PHE","3JW85252","4MFR47TS","6IPNB475","8D9BUAWP","8MUBE9VL","APQBZZDV","B28HW3T2","B7X6X3FC","CDCADWHQ","CEP9GY8J","CM5UDDDX","INNF4VTH","J9SRYLHF","JR6ZXD4C","JTKPPTBQ","KY2DN9DH","L8DAV8AZ","NJAWL99S","PS5CRVMQ","SZP4YW7P","VC9NW7AV","WX4KMGDW","XMJGD4BA"],"citedBy":["6CP5JNSZ","7KQ3YA6E","BGX8JQ75","BSUKJY3G","EHUYCSJC","HIUKBZ79","HQFR9JPG","LPQURRBB","LS5EI9QZ","QE6LMK43","RCZDTX8S","RPZWWINA","RQL6E9LI","S4N58IIR","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1080/01434632.2017.1284855","label":"doi.org"}},{"key":"6CP5JNSZ","type":"book","title":"Pedagogical Translanguaging","authors":[{"last":"Cenoz","first":"Jasone"},{"last":"Gorter","first":"Durk"}],"editors":[],"year":"2022","date":"2022-01-31 2022-01-31","venue":"Cambridge University Press","volume":"","issue":"","pages":"","place":"","publisher":"Cambridge University Press","edition":"1","doi":"10.1017/9781009029384","isbn":"978-1-009-02938-4","url":"https://www.cambridge.org/core/product/identifier/9781009029384/type/element","language":"","abstract":"Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["2ASZXNX2","2XRZ6PHE","42TL38WJ","6FMEZLMB","6GYPPJRH","6V3LICYP","7KQ3YA6E","8T2A5DVY","8VY2V4H3","APQBZZDV","B28HW3T2","B7X6X3FC","BGX8JQ75","BPJMYC4U","CJ6CNAYL","D6WAF89V","D6YFAZ22","DXDFICES","DXL4ITNS","FHFZB9CC","FXWU4ZMR","GCQFRQZ2","HM9N7AC6","HQFR9JPG","J7D3SITN","JR6ZXD4C","KTLD665D","KY2DN9DH","L8DAV8AZ","LNDM3GL5","M75YKNEI","MXM7JF3J","MZXWLSFT","NJAWL99S","NTN4X3QT","NXVF5S7Q","PFRQBPUN","QE6LMK43","QW9ZIUCU","S4N58IIR","STTJVK5J","SZP4YW7P","T6AG6GEF","THN8GG87","U932X5NM","UPVR9GS2","V28IYCMC","V9ZBBBWG","VC9NW7AV","VGGEWBZH","W3AVGV26","WTW2AEXK","WX4KMGDW","XMJGD4BA","YJHK624T","ZJ6YREQY"],"citedBy":["HIUKBZ79","LS5EI9QZ","RCZDTX8S","YTJ3WPM2","Z7G3375I"],"link":{"href":"https://doi.org/10.1017/9781009029384","label":"doi.org"}},{"key":"GZ33YTBJ","type":"journalArticle","title":"Translanguaging in digital play: a Chinese–English bilingual child’s multimodal practices with touchscreen","authors":[{"last":"Cheng","first":"Kexin"},{"last":"Little","first":"Sabine"}],"editors":[],"year":"2026","date":"2026-09-12 2026-09-12","venue":"International Journal of Early Years Education","volume":"","issue":"","pages":"1-19","place":"","publisher":"","edition":"","doi":"10.1080/09669760.2026.2731472","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/09669760.2026.2731472","language":"en","abstract":"","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1080/09669760.2026.2731472","label":"doi.org"}},{"key":"PKPFLWZC","type":"book","title":"Linguistically Appropriate Practice (LAP): A Guide for Working with Young Immigrant Children","authors":[{"last":"Chumak-Horbatsch","first":"Roma"}],"editors":[],"year":"2002","date":"2002-00-00 2002","venue":"University of Toronto Press","volume":"","issue":"","pages":"","place":"Toronto","publisher":"University of Toronto Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":null},{"key":"GI9B2WTA","type":"book","title":"Using Linguistically Appropriate Practice","authors":[{"last":"Chumak-Horbatsch","first":"Roma"}],"editors":[],"year":"2019","date":"2019-08-31 2019-08-31","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.21832/CHUMAK4955","isbn":"978-1-78892-494-8","url":"https://www.multilingual-matters.com/page/detail/?K=9781788924948","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.21832/CHUMAK4955","label":"doi.org"}},{"key":"5AC5J23X","type":"journalArticle","title":"Translanguaging","authors":[{"last":"Conteh","first":"Jean"}],"editors":[],"year":"2018","date":"2018-11-01 November 1, 2018","venue":"ELT Journal","volume":"72","issue":"4","pages":"445-447","place":"","publisher":"","edition":"","doi":"10.1093/elt/ccy034","isbn":"","url":"https://doi.org/10.1093/elt/ccy034","language":"","abstract":"The origins of translanguaging lie in Welsh bilingual education in the 1980s (Lewis et al. 2012). ‘Trawsieithu’—a Welsh term coined by Cen Williams, and later translated into English as ‘translanguaging’—was constructed as a purposeful cross-curricular strategy for ‘the planned and systematic use of two languages for teaching and learning inside the same lesson’ (p. 3). Practitioners working in English as an Additional Language (EAL) contexts in the UK have begun to recognize the pedagogic potential of translanguaging (Li 2018a: 32) in ways that could also be beneficial to other language education practitioners. Indeed, recent discussions of translanguaging tie in well with an ongoing present-day reappraisal within ELT of what Hall and Cook (2012) term ‘own-language use’ in language classrooms.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"record","printed":"","cites":["4K56KHRS","6IPNB475","8MUBE9VL","APQBZZDV","ATQJHL5S","IL4HEAVY","JTKPPTBQ","L5YXSDVU","RYGA9Q7L","SZP4YW7P","SZS7KZUW"],"citedBy":["3H5HEYDC","EHUYCSJC"],"link":{"href":"https://doi.org/10.1093/elt/ccy034","label":"doi.org"}},{"key":"FCCB4Z87","type":"journalArticle","title":"Composing with Signed and Written Languages: Our Process","authors":[{"last":"Cooper","first":"Audrey C."},{"last":"Nguyễn Trần Thủy Tiên","first":""}],"editors":[],"year":"2017","date":"2017-00-00 Spring 2017","venue":"Composition Studies","volume":"45","issue":"1","pages":"13-18","place":"","publisher":"Composition Studies","edition":"","doi":"","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=122682269&site=ehost-live","language":"","abstract":"The article discusses that some of the ways that translanguaging is critical to the composition process with written and signed languages. Topics include the relationships of the concept with the topic in American Sign Language (ASL) and Hồ Chí Minh Sign Language (HCMSL), the improvement of an earlier version using the process, and the significance of ensuring sociolinguistic representation.","tags":["AMERICAN Sign Language","Sociolinguistics","TRANSLATING & interpreting","Translations","WRITING processes","Written communication"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=122682269&site=ehost-live","label":"search.ebscohost.com"}},{"key":"G3MKL6QV","type":"journalArticle","title":"New Possibilities for Translation: Care Theory as Criteria for Negotiation","authors":[{"last":"Cornelio","first":"Dawn M."}],"editors":[],"year":"2017","date":"2017-10-16 2017-10-16","venue":"Translation and Translanguaging in Multilingual Contexts","volume":"3","issue":"3","pages":"291-303","place":"","publisher":"","edition":"","doi":"10.1075/ttmc.3.3.02cor","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/ttmc.3.3.02cor","language":"en","abstract":"Abstract\n            \n              Pioneered by feminist ethicist and psychologist Carol Gilligan in her 1982 work\n              In a Different Voice\n              , care theory rests, according to philosopher Rita Manning, on four key elements: Moral Attention, Sympathetic Understanding, Relationship Awareness, and Harmony. Combined with the notion of\n              voice\n              present in Gilligan’s title, each of these components represents a key portion of the translator-text-author relationship, particularly when translation is seen as negotiation. In this contribution, after examining the notion of translation as negotiation as Eco describes it, I will offer an overview of the\n              \n              psycho-sociological theory of care, with the aim of presenting it as a framework for ethical decision-making in negotiating the act of translation. The importance of translaboration will become evident through the theories of Ricoeur and an emphasis on the cooperative nature of ethically negotiated decisions; i.e., ‘trans’ and its insistence on moving across, beyond, through; and ‘laboration’ and its insistence on the continuing and ongoing process of working.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["2IEDJB7M","2MPDKFXQ","2R5BSZNP","43W8RHA2","4GXCFQFL","4TLHYKE7","4ZYT4339","5TRDTH5Y","6IPNB475","7EEICET3","ABE3GJH6","APQBZZDV","ATU8CXS7","C3K22R2B","CHHJPXMM","DMWU2GVJ","GBPLW9FR","JB4SYFUA","JTKPPTBQ","L8DAV8AZ","LUAGZLEI","SZP4YW7P","TE8F94UA","WPZQT5TR","YCETJBRZ","ZA22XAEW","ZRNPS9FA"],"citedBy":[],"link":{"href":"https://doi.org/10.1075/ttmc.3.3.02cor","label":"doi.org"}},{"key":"L8DAV8AZ","type":"journalArticle","title":"Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?","authors":[{"last":"Creese","first":"Angela"},{"last":"Blackledge","first":"Adrian"}],"editors":[],"year":"2010","date":"2010-00-00 2010","venue":"The Modern Language Journal","volume":"94","issue":"1","pages":"103-115","place":"","publisher":"[National Federation of Modern Language Teachers Associations, Wiley]","edition":"","doi":"","isbn":"","url":"https://www.jstor.org/stable/25612290","language":"","abstract":"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). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"document","printed":"","cites":["2ASZXNX2","58CB8H4W","6AZHHSTG","6GYPPJRH","ATQJHL5S","BGBGKDD3","DHMLPH6S","EM7ZU7TA","FXU5ITQR","GKUCH23B","HFGX9UT4","HG78NZ6M","IAISU5HL","KTLD665D","P4UN2ZX7","P5ESHS65","QLGRIVEH","QLV5GGH5","SUVYTBZU","SZ7U866T","V3IJM28N","V9V5XXXB","YV55EQSW"],"citedBy":["3H5HEYDC","6CP5JNSZ","6FMEZLMB","6IPNB475","6QX932AH","7KQ3YA6E","83H6D632","8MUBE9VL","AVZKGGLG","BGX8JQ75","BIW2T525","BSUKJY3G","BW99NC43","EHUYCSJC","FXWU4ZMR","G3MKL6QV","HIUKBZ79","HJB7RNNX","HKMAGX8I","HQ7RRSLV","HQFR9JPG","J9SRYLHF","JTKPPTBQ","LRDK6HC9","LS5EI9QZ","MMAGS46K","MZXWLSFT","Q6GDRPSJ","RPZWWINA","S4N58IIR","U2MZZYMC","UHK3Z89M","WMRY9PIB","WX4KMGDW","XMJGD4BA","YTJ3WPM2","ZEUIJ42F","ZK9QJ8Q3"],"link":{"href":"https://www.jstor.org/stable/25612290","label":"jstor.org"}},{"key":"BDMJXWPM","type":"journalArticle","title":"Translanguaging and Identity in Educational Settings","authors":[{"last":"Creese","first":"Angela"},{"last":"Blackledge","first":"Adrian"}],"editors":[],"year":"2015","date":"2015-03-00 03/2015","venue":"Annual Review of Applied Linguistics","volume":"35","issue":"","pages":"20-35","place":"","publisher":"","edition":"","doi":"10.1017/S0267190514000233","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S0267190514000233/type/journal_article","language":"en","abstract":"ABSTRACT\n            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.","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","BSUKJY3G","F4U27E8B","HQFR9JPG","LPQURRBB","LS5EI9QZ","PLXI6NI5","RQL6E9LI","WMRY9PIB"],"link":{"href":"https://doi.org/10.1017/S0267190514000233","label":"doi.org"}},{"key":"HQ7RRSLV","type":"journalArticle","title":"Translanguaging and Translation: The Construction of Social Difference Across City Spaces","authors":[{"last":"Creese","first":"Angela"},{"last":"Blackledge","first":"Adrian"},{"last":"Hu","first":"Rachel"}],"editors":[],"year":"2018","date":"2018-10-03 2018-10-03","venue":"International Journal of Bilingual Education and Bilingualism","volume":"21","issue":"7","pages":"841-852","place":"","publisher":"","edition":"","doi":"10.1080/13670050.2017.1323445","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13670050.2017.1323445","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["2IEDJB7M","2MPDKFXQ","2R5BSZNP","43W8RHA2","4GXCFQFL","4TLHYKE7","4ZYT4339","5TRDTH5Y","6IPNB475","7EEICET3","ABE3GJH6","APQBZZDV","ATU8CXS7","C3K22R2B","CHHJPXMM","DMWU2GVJ","GBPLW9FR","JB4SYFUA","JTKPPTBQ","L8DAV8AZ","LUAGZLEI","SZP4YW7P","TE8F94UA","WPZQT5TR","YCETJBRZ","ZA22XAEW","ZRNPS9FA"],"citedBy":["BSUKJY3G","EHUYCSJC","LS5EI9QZ","QNUBRZ3H"],"link":{"href":"https://doi.org/10.1080/13670050.2017.1323445","label":"doi.org"}},{"key":"KX4KY2XN","type":"journalArticle","title":"The Influence of Bilingualism on Cognitive Growth: A Synthesis of Research Findings and Explanatory Hypotheses","authors":[{"last":"Cummins","first":"Jim"}],"editors":[],"year":"1976","date":"1976-00-00 1976","venue":"Working Papers on Bilingualism","volume":"9","issue":"","pages":"1-43","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV"],"link":null},{"key":"34TFRXFE","type":"book","title":"Bilingualism and Special Education: Issues in Assessment and Pedagogy","authors":[{"last":"Cummins","first":"Jim"}],"editors":[],"year":"1984","date":"1984-00-00 1984","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Clevedon","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV","IZ9M54S5"],"link":null},{"key":"8LK8PI57","type":"bookSection","title":"Wanted: A Theoretic Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students","authors":[{"last":"Cummins","first":"Jim"}],"editors":[{"last":"Rivera","first":"C."}],"year":"1984","date":"1984-00-00 1984","venue":"Language Proficiency and Academic Achievement","volume":"","issue":"","pages":"","place":"Clevedon","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV","IZ9M54S5"],"link":null},{"key":"RHT4LLE9","type":"presentation","title":"Translanguaging in Mother Tongue Based Multilingual Education: Unitary Translanguaging Theory or Crosslinguistic Translanguaging Theory?","authors":[{"last":"Cummins","first":"Jim"}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["HIUKBZ79","LS5EI9QZ"],"link":null},{"key":"72XUFT6M","type":"book","title":"Moving Boundaries in Translation Studies","authors":[{"last":"Dam","first":"Helle V."},{"last":"Brøgger","first":"Matilde Nisbeth"},{"last":"Zethsen","first":"Karen Korning"}],"editors":[],"year":"2018","date":"2018-10-11 2018-10-11","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"","doi":"","isbn":"978-1-351-34871-3","url":"","language":"en","abstract":"Translation is in motion. Technological developments, digitalisation and globalisation are among the many factors affecting and changing translation and, with it, translation studies. Moving Boundaries in Translation Studies offers a bird’s-eye view of recent developments and discusses their implications for the boundaries of the discipline. With 15 chapters written by leading translation scholars from around the world, the book analyses new translation phenomena, new practices and tools, new forms of organisation, new concepts and names as well as new scholarly approaches and methods. This is key reading for scholars, researchers and advanced students of translation and interpreting studies.","tags":["Language Arts & Disciplines / Linguistics / General"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9781351348713","label":"Open Library"}},{"key":"83H6D632","type":"journalArticle","title":"Translanguaging in mainstream education: a sociocultural approach","authors":[{"last":"Duarte","first":"Joana"}],"editors":[],"year":"2019","date":"2019-02-17 February 17, 2019","venue":"International Journal of Bilingual Education and Bilingualism","volume":"22","issue":"2","pages":"150-164","place":"","publisher":"Routledge","edition":"","doi":"10.1080/13670050.2016.1231774","isbn":"","url":"https://doi.org/10.1080/13670050.2016.1231774","language":"","abstract":"Due to the monolingual self-understanding of European nation-states, migration-induced multilingualism and the language mixing practices it triggers are not usually acknowledged as resources for learning within mainstream classrooms. The term translanguaging has recently been put forward as both a way of describing the flexible ways in which bilinguals draw upon their multiple languages to enhance their communicative potential and a pedagogical approach in which teachers and pupils use these practices for learning. However, little research has been conducted in how the translanguaging approach can be used in mainstream education to enhance knowledge. This study draws on videographic data recorded in 59 10th grade (15-year-olds) subject-matter classes in 4 secondary schools. Applying sociocultural discourse analysis to peer–peer interaction and therefore considering how learners scaffold one another as they participate in collaborative talk and in the co-construction of knowledge, results describe several functions of translanguaging for ‘exploratory talk’ leading to content-matter learning. Multilingual adolescents in naturalistic settings thus use their multilingualism to cognitively engage with content-based tasks and produce high-order speech acts embedded in complex talk.","tags":["content-based instruction","exploratory talk","mainstream education","sociocultural theory","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-15","prov":"record","printed":"","cites":["AGFSLU69","APQBZZDV","IT8JQS5W","L8DAV8AZ","SZP4YW7P"],"citedBy":["EHUYCSJC","LPQURRBB","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/13670050.2016.1231774","label":"doi.org"}},{"key":"BGX8JQ75","type":"journalArticle","title":"Translanguaging in the context of mainstream multilingual education","authors":[{"last":"Duarte","first":"Joana"}],"editors":[],"year":"2020","date":"2020-04-02 April 2, 2020","venue":"International Journal of Multilingualism","volume":"17","issue":"2","pages":"232-247","place":"","publisher":"Routledge","edition":"","doi":"10.1080/14790718.2018.1512607","isbn":"","url":"https://doi.org/10.1080/14790718.2018.1512607","language":"","abstract":"In the context of multilingual education, translanguaging has been put forward as a means of including several languages in education. However, teachers often assess translanguaging-based approaches as being too vague and idealist. This study discusses data from two settings (Luxembourg and Netherlands) in which teachers working in design-based projects operationalised the concept of translanguaging in order to include both migrant and minority languages in mainstream education. Examples from each dataset will be discussed in order to show the different functions of translanguaging in the two settings. Analyses of classroom transcripts provide insights into how official translanguaging can be used as pedagogical strategy to acknowledge migrant languages, achieve less language separation in traditional immersion models and to increase content understanding. Based on teachers’ own reflection on their use of translanguaging and on iterative interpretation of excerpts of the data, the study provides an overview of the functional use of different languages within moments of official translanguaging.","tags":["immigrant languages","minority languages","multilingual education","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-15","prov":"record","printed":"","cites":["25M4S24R","2XRZ6PHE","6FMEZLMB","8CAR8W94","8MUBE9VL","AGFSLU69","APQBZZDV","ATQJHL5S","CJ6CNAYL","DMWU2GVJ","EJJGRMM5","GCQFRQZ2","HAGAHN6W","IT8JQS5W","L8DAV8AZ","SLY9KTJ3","SZP4YW7P","THN8GG87","UASEQYWR","V28IYCMC","XMJGD4BA","YLM5U2SZ"],"citedBy":["6CP5JNSZ","EHUYCSJC","HIUKBZ79","LS5EI9QZ","UCVERERJ"],"link":{"href":"https://doi.org/10.1080/14790718.2018.1512607","label":"doi.org"}},{"key":"2VLAINVS","type":"journalArticle","title":"Multilingual comic making: inviting translanguaging in the Reception classroom","authors":[{"last":"Ehiyazaryan-White","first":"Ester"},{"last":"Tziamali","first":"Andriana"},{"last":"Mackay","first":"Georgia"}],"editors":[],"year":"2026","date":"2026-09-01 2026-09-01","venue":"SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University)","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"document","printed":"","cites":[],"citedBy":[],"link":null},{"key":"QTCHUY9S","type":"book","title":"A Translanguaging Pedagogy for Writing: A CUNY-NYSIEB Guide for Educators","authors":[{"last":"Espinosa","first":"Cecilia"},{"last":"Ascenzi-Moreno","first":"Laura"},{"last":"Vogel","first":"Sara"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"CUNY-NYSIEB","volume":"","issue":"","pages":"","place":"New York","publisher":"CUNY-NYSIEB","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["WMRY9PIB"],"link":null},{"key":"PLXI6NI5","type":"journalArticle","title":"A Layered Account of Translingual Invisible Tongues: Sensory and Multimodal Narratives From the English 101 to the Ph.D. Classroom","authors":[{"last":"Fall","first":"Madjiguene Salma Bah"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"Teacher Education Quarterly","volume":"46","issue":"3","pages":"10-33","place":"","publisher":"Caddo Gap Press","edition":"","doi":"","isbn":"","url":"https://www.jstor.org/stable/26746048","language":"","abstract":"This article features personal narratives that condemn ideologies that work to render invisible the identities of translingual individuals. The author engages members of the language and literacy field, particularly teachers and researchers, in conversations that will not only denounce antiminoritized groups rhetoric but also counter prejudiced standpoints about the validity and appropriateness of their literacies. The author describes and critically analyzes principal contemporary language theories, practices, and pedagogies in the preparation of English as a second language and bilingual education teachers she encountered in her academic journey, as an English teacher and learner. Through autoethnographic and multimodal sensory layered-account methods, she highlights issues of power and linguistic hierarchies entrenched in the language philosophies and pedagogies she experienced, while illustrating how translingual individuals do literacy. The author supports her analysis with vignettes, a poem, proverbs, pictures of artifacts, and photographs and defies traditional academic expectations about literacy processes, while exemplifying translinguistic writing. Findings are framed around narratives about bridging ideological beliefs into practical realities in the classroom, personal value systems and dispositions regarding language and literacy, turning critical experiences into meaningful research and practice, and the significance of a like-minded and supportive community of practice.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":["3KHM9EPB","4HSW368I","5X7HQKEF","APQBZZDV","BDMJXWPM","BYS7FZQ7","GWNV3KFY","HAGAHN6W","I7NXKYZK","IQCD8Y7L","J9SRYLHF","LJTQHJDE","SLY9KTJ3","SZP4YW7P","V9V5XXXB","WLP7GTSW","XXIACBRZ"],"citedBy":[],"link":{"href":"https://www.jstor.org/stable/26746048","label":"jstor.org"}},{"key":"DA4TI2WK","type":"book","title":"The Sociolinguistics of Society","authors":[{"last":"Fasold","first":"Ralph"}],"editors":[],"year":"1984","date":"1984-00-00 1984","venue":"Blackwell","volume":"","issue":"","pages":"","place":"Oxford","publisher":"Blackwell","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ","SZP4YW7P"],"link":null},{"key":"SLY9KTJ3","type":"journalArticle","title":"Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education","authors":[{"last":"Flores","first":"Nelson"},{"last":"Rosa","first":"Jonathan"}],"editors":[],"year":"2015","date":"2015-06-01 2015/06/01","venue":"Harvard Educational Review","volume":"85","issue":"2","pages":"149-171","place":"","publisher":"Harvard Educational Review","edition":"","doi":"10.17763/0017-8055.85.2.149","isbn":"","url":"https://www.harvardeducationalreview.org/content/85/2/149","language":"en","abstract":"In this article, Nelson Flores and Jonathan Rosa critique appropriateness-based approaches to language diversity in education. Those who subscribe to these approaches conceptualize standardized linguistic practices as an objective set of linguistic forms that are appropriate for an academic setting. In contrast, Flores and Rosa highlight the raciolinguistic ideologies through which racialized bodies come to be constructed as engaging in appropriately academic linguistic practices. Drawing on theories of language ideologies and racialization, they offer a perspective from which students classified as long-term English learners, heritage language learners, and Standard English learners can be understood to inhabit a shared racial positioning that frames their linguistic practices as deficient regardless of how closely they follow supposed rules of appropriateness. The authors illustrate how appropriateness-based approaches to language education are implicated in the reproduction of racial normativity by expecting language-minoritized students to model their linguistic practices after the white speaking subject despite the fact that the white listening subject continues to perceive their language use in racialized ways. They conclude with a call for reframing language diversity in education away from a discourse of appropriateness toward one that seeks to denaturalize standardized linguistic categories.","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":["3H5HEYDC","8P3JFMRZ","BGX8JQ75","EHUYCSJC","G8PGLNGA","HIUKBZ79","IA2Z7QRP","LPQURRBB","LS5EI9QZ","MZXWLSFT","PLXI6NI5","S4N58IIR","VUXHAXTX","YTJ3WPM2"],"link":{"href":"https://doi.org/10.17763/0017-8055.85.2.149","label":"doi.org"}},{"key":"MA6593E8","type":"journalArticle","title":"Translanguaging through Story: Empowering Children to Use Their Full Language Repertoire","authors":[{"last":"Flynn","first":"Erin Elizabeth"},{"last":"Hoy","first":"Selena L"},{"last":"Lea","first":"Jessica L"},{"last":"García","first":"Mónica A"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"Journal of Early Childhood Literacy","volume":"","issue":"","pages":"1-27","place":"","publisher":"","edition":"","doi":"10.1177/1468798419838569","isbn":"","url":"http://journals.sagepub.com/doi/10.1177/1468798419838569","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":[],"citedBy":["HKMAGX8I"],"link":{"href":"https://doi.org/10.1177/1468798419838569","label":"doi.org"}},{"key":"M94PCY3H","type":"bookSection","title":"Bilingual Sentences in Bilingual Stories: Translanguaged Stories in the Multilingual Classroom","authors":[{"last":"Foster","first":"Eleanor"}],"editors":[],"year":"2016","date":"2016-01-01 2016-01-01","venue":"The Practice of Narrative: Storytelling in a Global Context","volume":"","issue":"","pages":"23-33","place":"","publisher":"Brill","edition":"","doi":"10.1163/9781848883802_004","isbn":"978-1-84888-380-2","url":"https://brill.com/display/book/edcoll/9781848883802/BP000004.xml","language":"en","abstract":"Es war einmal, a class that spoke many languages; they used contes to become more multilingual at heart. This chapter describes a multilingual story-writing project in an English medium class of 10-year-old pupils in a European School in Brussels. The school is part of a European wide network that teaches in all twenty-three major languages of the European Union and aims to engender a pluralistic European identity. Between them, the pupils in this class used over ten different additional languages every day, including French, Hungarian, Serbian, Maltese and Irish. Nonetheless, literacy was taught exclusively in English, thus ignoring the opportunities offered by these skills and artificially compartmentalising languages. Using Garcia’s model of dynamic bilingualism as a conceptual framework, this action research study sought to use translanguaged stories as source of cognitive learning and identity affirmation. Inspired by the French/Chinese translanguaged stories of Lisa Bresner, the pupils wrote a story in English and then removed words and phrases, replacing them using their additional language. In contrast to traditional ‘parallel’ bilingual texts, the writing and sharing of these translanguaged stories encouraged a greater use of metalinguistic skills; the authors were not merely translating, and often made strategic language decisions with their readers in mind. The readers found themselves able to understand stories using languages they did not know and indeed, preferred those that represented a linguistic challenge. Using home languages in story writing provided a mirror to pupils’ full language identity, and gave them a platform to present this to their classmates. Sharing the stories resulted in a visible shift in the status of different languages and pupils’ perceptions of their identity as multilingual learners.","tags":["Comparative Studies & World Literature","Cultural Studies","Literature and Cultural Studies","Social Sciences"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1163/9781848883802_004","label":"doi.org"}},{"key":"YV55EQSW","type":"bookSection","title":"Foreword","authors":[{"last":"García","first":"Ofelia"}],"editors":[{"last":"Makoni","first":"Sinfree"},{"last":"Pennycook","first":"Alastair"}],"year":"2007","date":"2007-00-00 2007","venue":"Disinventing and Reconstituting Languages","volume":"","issue":"","pages":"xi-xv","place":"London","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","L8DAV8AZ","LS5EI9QZ","MMAGS46K","SZP4YW7P"],"link":null},{"key":"XCWRFRW7","type":"bookSection","title":"Education, Multilingualism and Translanguaging in the 21st Century","authors":[{"last":"García","first":"Ofelia"}],"editors":[{"last":"Skutnabb-Kangas","first":"Tove"},{"last":"Phillipson","first":"Robert"},{"last":"Mohanty","first":"Ajit K."},{"last":"Panda","first":"Minati"}],"year":"2009","date":"2009-00-00 2009","venue":"Social Justice Through Multilingual Education","volume":"","issue":"","pages":"140-158","place":"Bristol","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2022-02-24","prov":"document","printed":"","cites":[],"citedBy":[],"link":null},{"key":"SZP4YW7P","type":"book","title":"Bilingual Education in the 21st Century: A Global Perspective","authors":[{"last":"García","first":"Ofelia"}],"editors":[],"year":"2009","date":"2009-00-00 2009","venue":"Wiley-Blackwell","volume":"","issue":"","pages":"","place":"Malden, MA; Oxford","publisher":"Wiley-Blackwell","edition":"","doi":"","isbn":"978-1-4051-1993-1","url":"","language":"english","abstract":"\"Bilingual education has long been a controversial topic for communities, policy-makers, and teachers. Misconceptions about what bilingualism itself is, and what bilingual education should do, have laid the groundwork for a wide range of policies, not always with a coherent vision for their students. In this wide-ranging and provocative book, Garcia examines the history and current state of bilingual education programs throughout the world, offers a critical reading of the current conversations around them, and invites readers to imagine a new paradigm for the twenty-first century; one based on the idea of multilingual fluidity as a social and cultural imperative in a globalized world.\" \"Garcia examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. Questioning assumptions regarding language, bilingualism, and bilingual education, this book proposes a now theoretical framework and alternative view of teaching and assessment practices.\"--Jacket.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-21","prov":"document","printed":"","cites":["2S8N54PM","32JBRP2V","3EB89L89","3X5NDUD5","4HSW368I","4JBFFEKV","56SFFIQC","59TKTXKM","5TIJE3RG","5ZWVWV4S","627PVP4T","6EA8KBRP","6GYPPJRH","79CJPVKK","7C5Z3YFM","7D5SJ2V3","7FH5LE4S","7PWMN29U","7SAXW9BG","7XTXBX5M","88MZNF86","8EYZJSKU","8FQYYBIH","8KVRK46N","8M2ZHMZP","8TCYVDQ4","8UL6LS2S","8V939F45","9AEWQGM5","9EGKVFYD","9P8G7TDR","9R3Z6CFU","9VBQFPME","A982Z4P4","AMLH7YSI","BGBGKDD3","BH97XXMF","BM9KVBY6","BVHBAKQ9","BWEGGEK8","C34GCQTN","C4FAWM6G","C7HLS5AK","CEZK56VU","CPYK44UV","DA4TI2WK","DAPKDEXE","DHMNZVEA","EJJGRMM5","EM7ZU7TA","ENN7D45V","EP4AI2T5","FPEMIACY","FQLZ3UC9","FXU5ITQR","GUTH33TI","GZQU5JIJ","HFGX9UT4","HUSHI2W4","HX5KVLF6","I7NXKYZK","IZFZPFU5","J5J68G5K","JB4VZJLF","JL4WXUFY","JSEKK98Q","KEKUYX2L","KSYEWU6J","KT2YXX4Y","L6CJYCG5","LJTQHJDE","LJWBWC7X","M2ISXA67","MVZ4XV9V","MXM7JF3J","NCCJV6T2","NCNSNP4V","NJAWL99S","NNCWAAZ8","PAVRTRKC","PB3RPRFI","PR5BNKYQ","Q2GJB5J6","QLV5GGH5","QW9ZIUCU","R573KLWQ","RDB65J73","RJZKNIA3","RR7BP2ZG","SLRDVVNG","ST84DQQQ","SUAUGNE9","T68M5CKR","TLT24FYY","TUGLJCHN","U932X5NM","UFIV4BXC","UQPSZFLS","UVD6W7DY","V46GUR35","V9V5XXXB","W3MQKFFD","WEDAQ7NX","X7B9HMRT","XJYLJ2YT","XUF8SZ7Z","XXIACBRZ","XZ52KN3K","YJLPVDWH","YLM5U2SZ","YT3QJNAW","YUWHWBRU","YV55EQSW","ZK3A23MF"],"citedBy":["3H5HEYDC","5AC5J23X","6CP5JNSZ","6FMEZLMB","6IPNB475","6QX932AH","7KQ3YA6E","83H6D632","8CAR8W94","8P3JFMRZ","AGFSLU69","BGX8JQ75","BSUKJY3G","EHUYCSJC","F4U27E8B","FXWU4ZMR","G3MKL6QV","HIUKBZ79","HJB7RNNX","HQ7RRSLV","HQFR9JPG","I3XJ33BZ","IA2Z7QRP","IGFIVPGP","JTKPPTBQ","LPQURRBB","LRDK6HC9","LS5EI9QZ","MZXWLSFT","NW5UHYBI","PLXI6NI5","PQLMYGBQ","Q6GDRPSJ","RPZWWINA","S4N58IIR","U2RPB87S","UCVERERJ","UHK3Z89M","VSA3XPIH","WMRY9PIB","WX4KMGDW","YTJ3WPM2","Z7G3375I","ZEUIJ42F","ZJ6YREQY","ZK9QJ8Q3"],"link":{"href":"https://openlibrary.org/isbn/9781405119931","label":"Open Library"}},{"key":"STTJVK5J","type":"bookSection","title":"2. The translanguaging of Latino kindergarteners","authors":[{"last":"García","first":"Ofelia"}],"editors":[],"year":"2011","date":"2011-03-11 2011/03/11","venue":"Bilingual Youth","volume":"","issue":"","pages":"33-55","place":"","publisher":"John Benjamins Publishing Company","edition":"","doi":"","isbn":"978-90-272-8728-1","url":"https://www.degruyterbrill.com/document/doi/10.1075/sibil.42.05gar/html?lang=en","language":"en","abstract":"2. The translanguaging of Latino kindergarteners was published in Bilingual Youth on page 33.","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"document","printed":"","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","6QX932AH","BSUKJY3G","FXWU4ZMR","HIUKBZ79","IA2Z7QRP","LRDK6HC9","LS5EI9QZ","MMAGS46K","NW5UHYBI","Q6GDRPSJ","RPZWWINA","S4N58IIR","UHK3Z89M","WX4KMGDW","YGNJR7WI","YTJ3WPM2","ZEUIJ42F","ZJ6YREQY"],"link":{"href":"https://www.degruyterbrill.com/document/doi/10.1075/sibil.42.05gar/html?lang=en","label":"degruyterbrill.com"}},{"key":"D46IPPTS","type":"bookSection","title":"Theorizing Translanguaging for Educators","authors":[{"last":"García","first":"Ofelia"}],"editors":[{"last":"Celic","first":"Christina"},{"last":"Seltzer","first":"Kate"}],"year":"2012","date":"2012-00-00 2012","venue":"Translanguaging: A CUNY-NYSIEB Guide for Educators","volume":"","issue":"","pages":"","place":"New York","publisher":"CUNY-NYSIEB","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6QX932AH","BSUKJY3G","EHUYCSJC","S4N58IIR","ZJ6YREQY"],"link":null},{"key":"28HUB5CF","type":"bookSection","title":"From Diglossia to Transglossia: Bilingual and Multilingual Classrooms in the 21st Century","authors":[{"last":"García","first":"Ofelia"}],"editors":[{"last":"Abello-Contesse","first":"C."},{"last":"Chandler","first":"P."},{"last":"López-Jiménez","first":"M. D."},{"last":"Torreblanca-López","first":"M. M."},{"last":"Chacón-Beltrán","first":"R."}],"year":"2013","date":"2013-00-00 2013","venue":"Bilingualism and Multilingualism in School Settings","volume":"","issue":"","pages":"","place":"Bristol","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6QX932AH","7KQ3YA6E","AVZKGGLG","LS5EI9QZ","Q6GDRPSJ","Z7G3375I"],"link":null},{"key":"APQBZZDV","type":"book","title":"Translanguaging: Language, Bilingualism and Education","authors":[{"last":"García","first":"Ofelia"},{"last":"Wei","first":"Li"}],"editors":[],"year":"2014","date":"2014-00-00 2014","venue":"Palgrave Macmillan","volume":"","issue":"","pages":"","place":"Basingstoke","publisher":"Palgrave Macmillan","edition":"","doi":"","isbn":"978-1-137-38576-5","url":"","language":"eng","abstract":"The short introduction poses the main question of the book: What is translanguaging? What does a translanguaging approach mean for language and bilingualism on the one hand, and for education and bilingual education on the other? It also describes the structure of the book – Part I discusses how traditional understandings of language and bilingualism are transformed through a translanguaging lens, and Part II explores how translanguaging alters traditional understandings of education.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"document","printed":"","cites":["4JBFFEKV","BP2LC8IN","QIDR876V"],"citedBy":["36Z4BGGR","3AYZB73Q","3H5HEYDC","5AC5J23X","6CP5JNSZ","6FMEZLMB","6QX932AH","7KQ3YA6E","83H6D632","8P3JFMRZ","BGX8JQ75","BIW2T525","BSUKJY3G","BW99NC43","DNFJEAKI","EHUYCSJC","F4U27E8B","FXWU4ZMR","G3MKL6QV","G8PGLNGA","HIUKBZ79","HJB7RNNX","HQ7RRSLV","HQFR9JPG","I3XJ33BZ","IA2Z7QRP","IGFIVPGP","JR37997P","JS9DFKMQ","JYNCYHVX","LPQURRBB","LRDK6HC9","LS5EI9QZ","M94NKSIX","MMAGS46K","MZXWLSFT","NW5UHYBI","PLXI6NI5","QE6LMK43","QKEW8S7I","R8XLCV4Y","RCZDTX8S","RPZWWINA","S4N58IIR","TAN9E4NC","U2MZZYMC","U2RPB87S","UCVERERJ","UHK3Z89M","VCQDC8X5","VUXHAXTX","WMRY9PIB","WX4KMGDW","YGNJR7WI","YTJ3WPM2","ZEMQR5GJ","ZEUIJ42F","ZJ6YREQY","ZK9QJ8Q3"],"link":{"href":"https://openlibrary.org/isbn/9781137385765","label":"Open Library"}},{"key":"M82II4K6","type":"book","title":"Translanguaging with Multilingual Students: Learning from Classroom Moments","authors":[{"last":"García","first":"Ofelia"},{"last":"Kleyn","first":"Tatyana"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Routledge","volume":"","issue":"","pages":"","place":"New York; London","publisher":"Routledge","edition":"","doi":"","isbn":"978-1-317-44237-0","url":"","language":"en","abstract":"Looking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges. Using a Transformative Action Research design, six empirically grounded ethnographic case studies describe how translanguaging is used in lesson designs and in the spontaneous moves made by teachers and students during specific teaching moments. The cases shed light on two questions: How, when, and why is translanguaging taken up or resisted by students and teachers? What does its use mean for them? Although grounded in a U.S. context, and specifically in classrooms in New York State, Translanguaging with Multilingual Students links findings and theories to different global contexts to offer important lessons for educators worldwide.","tags":["Education / Curricula","Education / General","Language Arts & Disciplines / Literacy"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"document","printed":"","cites":[],"citedBy":["3H5HEYDC","8P3JFMRZ","BSUKJY3G","BW99NC43","EHUYCSJC","HKMAGX8I","HQFR9JPG","I3XJ33BZ","LPQURRBB","LS5EI9QZ","MMAGS46K","MZXWLSFT","PQLMYGBQ","RPZWWINA","S4N58IIR","WMRY9PIB","YTJ3WPM2","ZEUIJ42F"],"link":{"href":"https://openlibrary.org/isbn/9781317442370","label":"Open Library"}},{"key":"JSJNNQR7","type":"bookSection","title":"Translanguaging Theory in Education","authors":[{"last":"García","first":"Ofelia"}],"editors":[{"last":"García","first":"Ofelia"},{"last":"Kleyn","first":"Tatyana"}],"year":"2016","date":"2016-00-00 2016","venue":"Translanguaging with Multilingual Students: Learning from Classroom Moments","volume":"","issue":"","pages":"","place":"New York","publisher":"Routledge","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","8P3JFMRZ","BSUKJY3G","BW99NC43","EHUYCSJC","HKMAGX8I","HQFR9JPG","I3XJ33BZ","LPQURRBB","LS5EI9QZ","MMAGS46K","MZXWLSFT","PQLMYGBQ","RPZWWINA","S4N58IIR","WMRY9PIB","YTJ3WPM2","ZEUIJ42F"],"link":null},{"key":"THN8GG87","type":"presentation","title":"Translanguaging","authors":[{"last":"García","first":"Ofelia"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://www.youtube.com/watch?v=5l1CcrRrck0","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","7KQ3YA6E","BGX8JQ75","EHUYCSJC","FZBZJVSC","HIUKBZ79","HKMAGX8I","I3XJ33BZ","LRDK6HC9","LS5EI9QZ","MMAGS46K","MZXWLSFT","QKEW8S7I","RPZWWINA","S4N58IIR","WMRY9PIB","YTJ3WPM2","ZEUIJ42F"],"link":{"href":"https://www.youtube.com/watch?v=5l1CcrRrck0","label":"youtube.com"}},{"key":"CJ6CNAYL","type":"book","title":"The Translanguaging Classroom: Leveraging Student Bilingualism for Learning","authors":[{"last":"García","first":"Ofelia"},{"last":"Johnson","first":"Susana Ibarra"},{"last":"Seltzer","first":"Kate"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"Caslon","volume":"","issue":"","pages":"","place":"Philadelphia","publisher":"Caslon","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["3H5HEYDC","6CP5JNSZ","7KQ3YA6E","BGX8JQ75","EHUYCSJC","FZBZJVSC","HIUKBZ79","HKMAGX8I","I3XJ33BZ","LRDK6HC9","LS5EI9QZ","MMAGS46K","MZXWLSFT","QKEW8S7I","RPZWWINA","S4N58IIR","WMRY9PIB","YTJ3WPM2","ZEUIJ42F"],"link":null},{"key":"MZXWLSFT","type":"journalArticle","title":"Plurilingualism and Translanguaging: Commonalities and Divergences","authors":[{"last":"García","first":"Ofelia"},{"last":"Otheguy","first":"Ricardo"}],"editors":[],"year":"2020","date":"2020-01-02 2020-01-02","venue":"International Journal of Bilingual Education and Bilingualism","volume":"23","issue":"1","pages":"17-35","place":"","publisher":"","edition":"","doi":"10.1080/13670050.2019.1598932","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13670050.2019.1598932","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-14","prov":"record","printed":"","cites":["2XRZ6PHE","3QZ958GQ","5YC7FYX4","6AZHHSTG","6GYPPJRH","7GIVL2ED","7PWMN29U","9EGKVFYD","APQBZZDV","AVPZDTE8","B3F8ZJZI","B7X6X3FC","BGH26YPL","BVHBAKQ9","C2W7QDS5","CDCADWHQ","CJ6CNAYL","CPYK44UV","CXLH2P9A","F4KQJU3Z","FWPWWKDW","GCQFRQZ2","GWS94WX9","HAGAHN6W","I7NXKYZK","IL4HEAVY","J9SRYLHF","JCA2TKD4","JSJNNQR7","L8DAV8AZ","LIBYWGT8","M82II4K6","P5ESHS65","QW9ZIUCU","QXAY82WM","RLVI5HH5","RYGA9Q7L","SLY9KTJ3","SUVYTBZU","SZP4YW7P","TAK6TC2Q","THN8GG87","V9V5XXXB","W3AVGV26","WE97VCPI","WVR52XTG","WX4KMGDW","YT3QJNAW","ZJ6YREQY"],"citedBy":["6CP5JNSZ","EHUYCSJC","HIUKBZ79","LPQURRBB","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1080/13670050.2019.1598932","label":"doi.org"}},{"key":"EKZH86DW","type":"bookSection","title":"Using Translation Frameworks to Research, Teach, and Practice Multilingual/Multimodal Communication","authors":[{"last":"Gonzales","first":"Laura"}],"editors":[],"year":"2018","date":"2018-00-00 2018","venue":"Sites of Translation","volume":"","issue":"","pages":"113-122","place":"","publisher":"University of Michigan Press","edition":"","doi":"10.2307/j.ctv65sx95.11","isbn":"","url":"https://www.jstor.org/stable/j.ctv65sx95.11","language":"","abstract":"As I was wrapping up my work with both KLN and the Language Services Department, I also entered the academic job market, applying and interviewing for faculty positions with specializations in both rhetoric and composition and technical communication. While interviewing at different stages and sharing this project with people at institutions in various parts of the United States, I frequently got asked different versions of the same question: “Your work on translation and multilingual/multimodal communication is interesting, but (how) is it relevant <i>here</i> ?” (Gonzales, “But Is That Relevant <i>Here</i> ?”). While continued growth in international student enrollment in U.S. colleges and","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.2307/j.ctv65sx95.11","label":"doi.org"}},{"key":"RQL6E9LI","type":"journalArticle","title":"Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education","authors":[{"last":"Goodman","first":"Bridget"},{"last":"Tastanbek","first":"Serikbolsyn"}],"editors":[],"year":"2021","date":"2021-03-00 03/2021","venue":"TESOL Quarterly","volume":"55","issue":"1","pages":"29-53","place":"","publisher":"","edition":"","doi":"10.1002/tesq.571","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1002/tesq.571","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2022-03-02","prov":"record","printed":"","cites":["2F9NYAVU","36Z4BGGR","39G77H6D","58CB8H4W","6FMEZLMB","7GIVL2ED","8MUBE9VL","8SJ4UWPK","96WSCUB3","A9FRJHXF","AGFSLU69","B28HW3T2","BDMJXWPM","BGH26YPL","BHAB8GPK","CDCADWHQ","DXL4ITNS","FWPWWKDW","HFGX9UT4","HX5KVLF6","IT8JQS5W","J7D3SITN","JB4VZJLF","KHFMSMLV","LNDM3GL5","P5ESHS65","PPVF26AU","QXAY82WM","RYGA9Q7L","SZ7U866T","UASEQYWR","UNUKXLPL","UVD6W7DY","V3IJM28N","V9V5XXXB","W3AVGV26","WX4KMGDW","ZJ6YREQY","ZPVYNQ8U"],"citedBy":["EHUYCSJC"],"link":{"href":"https://doi.org/10.1002/tesq.571","label":"doi.org"}},{"key":"UTB4EZ9C","type":"bookSection","title":"Individual Bilingualism","authors":[{"last":"Grosjean","first":"François"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"The Encyclopedia of Language and Linguistics","volume":"","issue":"","pages":"","place":"Oxford","publisher":"Pergamon Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV"],"link":null},{"key":"37LVTPMS","type":"journalArticle","title":"Transfer and language mode","authors":[{"last":"Grosjean","first":"François"}],"editors":[],"year":"1998","date":"1998-12-00 12/1998","venue":"Bilingualism: Language and Cognition","volume":"1","issue":"3","pages":"175-176","place":"","publisher":"","edition":"","doi":"10.1017/S1366728998000285","isbn":"","url":"https://www.cambridge.org/core/product/identifier/S1366728998000285/type/journal_article","language":"en","abstract":"Natascha Müller's proposal to view transfer as a relief strategy used by bilingual learners to cope with problematic input is very interesting and has far-reaching consequences for theories of bilingual language acquisition. The author makes a strong case for the fact that bilingual children transfer parameter values from the language presenting unambiguous input to the other “puzzling language”. In what follows, I will not question the main thrust of her argument. Rather I will return to the definitions that have been proposed for transfer in the literature and show that they are usually too broad. I will then propose that anyone interested in studying transfer must take into account the language mode the language learner or bilingual subject is in when being studied, and I will end by showing the consequences that this may have if it is not done. Natascha Müller's main argument is not affected by the language mode factor but the quantitative difference she finds between monolingual and bilingual children could be.","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["MMAGS46K"],"link":{"href":"https://doi.org/10.1017/S1366728998000285","label":"doi.org"}},{"key":"IHFGJA5H","type":"journalArticle","title":"Assessing Mathematics Proficiency of Multilingual Students: The Case for Translanguaging in the Democratic Republic of the Congo","authors":[{"last":"Gándara","first":"Fernanda"},{"last":"Randall","first":"Jennifer"}],"editors":[],"year":"2019","date":"2019-01-03 January 3, 2019","venue":"Comparative Education Review","volume":"63","issue":"","pages":"000-000","place":"","publisher":"","edition":"","doi":"10.1086/701065","isbn":"","url":"","language":"","abstract":"Monolingual content assessments of multilingual students remarkably fail their most essential endeavor—to provide meaningful information about their content proficiency. Multilingual students take years to catch up with their monolingual peers in terms of language proficiency, and it is inappropriate to assess them using a language that they do not fully understand. Because multilingual students do not behave as multiple monolinguals, translated tests are not a satisfactory solution. Test developers should produce assessments that enable multilingual students to use their entire linguistic repertoires and engage in their natural linguistic practices. This study examines a translingual administration of a mathematics assessment in the Democratic Republic of the Congo. The findings show that a translingual administration is more appropriate than a traditional administration. The findings, however, raise doubts about standardization and call for further deliberation on how to properly assess mathematics in similar contexts. © 2018 by the Comparative and International Education Society. All rights reserved.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-11-05","prov":"record","printed":"","cites":[],"citedBy":["LS5EI9QZ"],"link":{"href":"https://doi.org/10.1086/701065","label":"doi.org"}},{"key":"6EB9CBEX","type":"journalArticle","title":"Interactive Read-Alouds as Translanguaging Spaces","authors":[{"last":"Han","first":"Mihyun"},{"last":"Van Duinen","first":"Deborah Vriend"},{"last":"Weng","first":"Angela"}],"editors":[],"year":"","date":"","venue":"The Reading Teacher","volume":"n/a","issue":"n/a","pages":"","place":"","publisher":"","edition":"","doi":"10.1002/trtr.2059","isbn":"","url":"https://onlinelibrary.wiley.com/doi/abs/10.1002/trtr.2059","language":"en","abstract":"In this Teaching Tips article, we discuss our efforts to create and utilize translanguaging interactive read-aloud videos as part of a community-wide reading program focused on the reading and discussing of a shared book. Offering translanguaging spaces for bilingual readers in area elementary classrooms and the community, these videos were designed to help readers develop their literacy skills by encouraging them to engage with the chosen book's content by drawing on their full linguistic repertoires. After introducing our project, we outline the translanguaging theoretical framework guiding our read-aloud videos and offer suggestions for teachers interested in exploring ways to create translanguaging spaces in their classrooms.","tags":["Children's literature","Community-based programs","Family literacy","Home language","Literature-based instruction","Multilingualism","Second-language reading","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-13","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1002/trtr.2059","label":"doi.org"}},{"key":"9BKJMS3S","type":"journalArticle","title":"Language Ideologies, Endangered-Language Linguistics, and Christianization","authors":[{"last":"Handman","first":"Courtney"}],"editors":[],"year":"2009","date":"2009-00-00 2009","venue":"Language","volume":"85","issue":"3","pages":"635-639","place":"","publisher":"Linguistic Society of America","edition":"","doi":"","isbn":"","url":"https://www.jstor.org/stable/40492898","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-08","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://www.jstor.org/stable/40492898","label":"jstor.org"}},{"key":"PQLMYGBQ","type":"journalArticle","title":"Translanguaging: Leveraging Multilingualism for Scripture Engagement","authors":[{"last":"Hatcher","first":"Timothy"},{"last":"Son","first":"Sangsok"}],"editors":[],"year":"2022","date":"2022-04-01 2022-04-01","venue":"The Bible Translator","volume":"73","issue":"1","pages":"120-140","place":"","publisher":"SAGE Publications Ltd","edition":"","doi":"10.1177/20516770211062143","isbn":"","url":"https://doi.org/10.1177/20516770211062143","language":"en","abstract":"Members of multilingual communities conceptualize language differently from the way monolinguals do. Most Bible agencies model monolingual approaches to engaging with the Bible. Some agencies emphasize gateway languages while others highlight vernacular languages. Many multilinguals prefer an unbounded, performative approach to languages that reflects their dynamic, hybridized identities; one term for this is translanguaging. Translanguagers make meaning by using words from their full linguistic repertoire. Using translanguaging theory and methodologies, Bible agencies can model Scripture engagement approaches that more naturally correspond to the language practices of many multilinguals.","tags":["Multilingualism","Scripture engagement","Sociolinguistics","The Bible Translator","diaspora missiology","heterogeneous language","hybridity","multilingual education","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2022-07-23","prov":"record","printed":"","cites":["IC2CDCXQ","JSJNNQR7","KJBA6ZJ5","M82II4K6","ME29QQ6N","PW3VP3RC","SZP4YW7P","WVR52XTG"],"citedBy":[],"link":{"href":"https://doi.org/10.1177/20516770211062143","label":"doi.org"}},{"key":"BRK8A5JH","type":"journalArticle","title":"Funds of Knowledge: An investigation of coherence within the literature","authors":[{"last":"Hogg","first":"L."}],"editors":[],"year":"2011","date":"2011-00-00 2011","venue":"Teaching and Teacher Education","volume":"","issue":"","pages":"666-677","place":"","publisher":"","edition":"","doi":"10.1016/J.TATE.2010.11.005","isbn":"","url":"","language":"","abstract":"Abstract Two decades ago academics based at the University of Arizona brought the anthropological concept of Funds of Knowledge into the educational realm, providing a new conceptual framework to counter deficit theorizing of Latino students and their families. The growing body of literature evidences the belief and hope of academics in the potential of Funds of Knowledge to advance social justice and facilitate long-awaited breakthroughs in multicultural education practice. This paper provides an overview and analysis of Funds of Knowledge literature, addressing two key questions: What is the current scope of settings for Funds of Knowledge research? What do writers mean when they talk about Funds of Knowledge? Findings of differences in definitions indicate their contested nature. The review recommends clear articulation by researchers of the definition employed. Key questions arising from studies are presented and implications for multicultural education practice and teacher education are discussed.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-05","prov":"record","printed":"","cites":["7D5SJ2V3","CQXMIQQW","DMWU2GVJ","FCNZE8FA","KT2YXX4Y","PB3RPRFI","PR5BNKYQ"],"citedBy":[],"link":{"href":"https://doi.org/10.1016/J.TATE.2010.11.005","label":"doi.org"}},{"key":"XXIACBRZ","type":"book","title":"Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings","authors":[{"last":"Hornberger","first":"Nancy H."}],"editors":[],"year":"2003","date":"2003-05-23 2003-05-23","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.27195522","isbn":"978-1-85359-656-8","url":"http://www.jstor.org/stable/10.2307/jj.27195522","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["6IPNB475","8MUBE9VL","AGFSLU69","EHUYCSJC","IT8JQS5W","IZ9M54S5","JTKPPTBQ","PLXI6NI5","SZP4YW7P"],"link":{"href":"https://doi.org/10.2307/jj.27195522","label":"doi.org"}},{"key":"YZPLFM4P","type":"book","title":"Sociolinguistics and Language Education","authors":[{"last":"Hornberger","first":"Nancy H."},{"last":"McKay","first":"Sandra Lee"}],"editors":[],"year":"2010","date":"2010-06-17 2010-06-17","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.30945924","isbn":"978-1-84769-284-9","url":"http://www.jstor.org/stable/10.2307/jj.30945924","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["AGFSLU69","IT8JQS5W"],"link":{"href":"https://doi.org/10.2307/jj.30945924","label":"doi.org"}},{"key":"LY7MYQYD","type":"book","title":"Sociolinguistics and Language Education","authors":[{"last":"Hornberger","first":"Nancy H."},{"last":"McKay","first":"Sandra Lee"}],"editors":[],"year":"2010","date":"2010-06-17 2010-06-17","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.30945924","isbn":"978-1-84769-284-9","url":"http://www.jstor.org/stable/10.2307/jj.30945924","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["AGFSLU69","IT8JQS5W"],"link":{"href":"https://doi.org/10.2307/jj.30945924","label":"doi.org"}},{"key":"AGFSLU69","type":"journalArticle","title":"Translanguaging in Today's Classrooms: A Biliteracy Lens","authors":[{"last":"Hornberger","first":"Nancy H."},{"last":"Link","first":"Holly"}],"editors":[],"year":"2012","date":"2012-10-01 October 1, 2012","venue":"Theory Into Practice","volume":"51","issue":"4","pages":"239-247","place":"","publisher":"Routledge","edition":"","doi":"10.1080/00405841.2012.726051","isbn":"","url":"https://doi.org/10.1080/00405841.2012.726051","language":"","abstract":"As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as English language learners, in mainstream, English as a Second Language, and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction, and first language literacy is discouraged and undervalued, poses unusual challenges for learners whose communicative repertoires encompass translanguaging practices. Drawing on ethnographic data from two different educational contexts, we argue via a continua of biliteracy lens that the welcoming of translanguaging in classrooms is not only necessary, but desirable educational practice. We suggest that Obama's current policies, on the one hand, and our schools' glaring needs, on the other, offer new spaces to be exploited for innovative programs, curricula, and practices that recognize, value, and build on the communicative repertoires and translanguaging practices of students, their families, and communities.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-13","prov":"record","printed":"","cites":["2ASZXNX2","4HMR678I","6IPNB475","7C5Z3YFM","9AEWQGM5","9BUGPYSW","9LZZJII9","CPYK44UV","IFEMMMG8","JTKPPTBQ","LY7MYQYD","QW9ZIUCU","S8TGRDPA","SZP4YW7P","XXIACBRZ","YZPLFM4P","ZHQQ6642"],"citedBy":["3H5HEYDC","6QX932AH","7KQ3YA6E","83H6D632","8MUBE9VL","BGX8JQ75","BSUKJY3G","EHUYCSJC","F4U27E8B","HIUKBZ79","HJB7RNNX","HQFR9JPG","LPQURRBB","LRDK6HC9","LS5EI9QZ","NW5UHYBI","Q6GDRPSJ","RPZWWINA","RQL6E9LI","S4N58IIR","UHK3Z89M","WX4KMGDW","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1080/00405841.2012.726051","label":"doi.org"}},{"key":"IT8JQS5W","type":"journalArticle","title":"Translanguaging and Transnational Literacies in Multilingual Classrooms: A Biliteracy Lens","authors":[{"last":"Hornberger","first":"Nancy H."},{"last":"Link","first":"Holly"}],"editors":[],"year":"2012","date":"2012-05-01 May 1, 2012","venue":"International Journal of Bilingual Education and Bilingualism","volume":"15","issue":"3","pages":"261-278","place":"","publisher":"Routledge","edition":"","doi":"10.1080/13670050.2012.658016","isbn":"","url":"https://doi.org/10.1080/13670050.2012.658016","language":"","abstract":"As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as ‘English language learners,’ in both English as a Second Language and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction and first language literacy is discouraged and undervalued poses unusual challenges for learners whose communicative repertoires encompass translanguaging practices. Drawing on the critical sociolinguistics of globalization and on ethnographic data from US and international educational contexts, we argue via a continua of biliteracy lens that the welcoming of translanguaging and transnational literacies in classrooms is not only necessary but desirable educational practice. We suggest that Obama's current policies on the one hand and our schools' glaring needs on the other offer new spaces to be exploited for innovative programs, curricula, and practices that recognize, value, and build on the multiple, mobile communicative repertoires and translanguaging/transnational literacy practices of students and their families.","tags":["ELL","additive bilingualism","bilingual education","biliteracy","code-switching","communicative competence"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["2ASZXNX2","32JBRP2V","3X5NDUD5","4HMR678I","58CB8H4W","5YC7FYX4","6GYPPJRH","7C5Z3YFM","7SAXW9BG","8D9BUAWP","8TCYVDQ4","9AEWQGM5","9BUGPYSW","9LZZJII9","CPYK44UV","DHMLPH6S","EP4AI2T5","IFEMMMG8","JL6LGG5J","LJTQHJDE","LY7MYQYD","P4UN2ZX7","QW9ZIUCU","RDB65J73","RLVI5HH5","RYGA9Q7L","S8TGRDPA","U932X5NM","W3AVGV26","XXIACBRZ","YT3QJNAW","YZPLFM4P","ZULLEIJY"],"citedBy":["3H5HEYDC","6QX932AH","7KQ3YA6E","83H6D632","8MUBE9VL","BGX8JQ75","BSUKJY3G","EHUYCSJC","F4U27E8B","HIUKBZ79","HJB7RNNX","HQFR9JPG","LPQURRBB","LRDK6HC9","LS5EI9QZ","NW5UHYBI","Q6GDRPSJ","RPZWWINA","RQL6E9LI","S4N58IIR","UHK3Z89M","WX4KMGDW","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1080/13670050.2012.658016","label":"doi.org"}},{"key":"IUFCNX43","type":"journalArticle","title":"Translation as (Global) Writing","authors":[{"last":"Horner","first":"Bruce"},{"last":"Tetreault","first":"Laura"}],"editors":[],"year":"2016","date":"2016-03-00 March 2016","venue":"Composition Studies","volume":"44","issue":"1","pages":"13-30","place":"","publisher":"Composition Studies","edition":"","doi":"","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=115259521&site=ehost-live","language":"","abstract":"This article explores translation as a useful point of departure and framework for taking a translingual approach to writing engaging globalization. Globalization and the knowledge economy are putting renewed emphasis on translation as a key site of contest between a dominant language ideology of monolingualism aligned with fast capitalist neoliberalism and an emerging language ideology variously identified as translingualism, plurilingualism, translanguaging, and transcultural literacy. We first distinguish between theories of translation aligned with neoliberalism, on the one hand, and, on the other hand, a critical approach to translation focused on the difference that a translingual approach insists translation makes to languages, language relations, and language users. We then describe ways that a translingual approach to language difference in writing can be pursued in the classroom through student experimentation with translation of ordinary texts and with paraphrase and interpretation. Treating all writing as translation, we argue, can help students and their teachers better engage with language difference as a feature of all writing rather than imagining such engagement to fall outside the norm of communicative practice.","tags":["ENGLISH dialects","ENGLISH language -- Composition & exercises","English language","Globalization","Lexicology","MULTICULTURAL education","SIMULTANEOUS interpreting"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=115259521&site=ehost-live","label":"search.ebscohost.com"}},{"key":"WMRY9PIB","type":"book","title":"Translanguaging in Science Education","authors":[{"last":"Jakobsson","first":"Anders"},{"last":"Nygård Larsson","first":"Pia"},{"last":"Karlsson","first":"Annika"}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"Springer International Publishing","volume":"27","issue":"","pages":"","place":"Cham","publisher":"Springer International Publishing","edition":"","doi":"10.1007/978-3-030-82973-5","isbn":"978-3-030-82972-8","url":"https://link.springer.com/10.1007/978-3-030-82973-5","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["2QGREG5J","36Z4BGGR","39G77H6D","3AYZB73Q","3KHM9EPB","4HSW368I","4MFR47TS","4WNBKWCI","5F2VIUFC","5HFE7YJ4","5X7HQKEF","6V3LICYP","7PWMN29U","7VAXFX59","83H6D632","8CAR8W94","8D9BUAWP","8G3S7C3A","8M2ZHMZP","8MUBE9VL","8UJYTP76","8V939F45","8VY2V4H3","9P8G7TDR","AC4U3BNY","APQBZZDV","ATQJHL5S","AWSUQEUZ","BDMJXWPM","BERC2744","BGH26YPL","BIQAV8ZJ","BIW2T525","BSUKJY3G","C3368684","CDCADWHQ","CEP9GY8J","CJ6CNAYL","CXLHQB2X","D6YFAZ22","DAPKDEXE","DR75KE69","DTGFIBYD","DXL4ITNS","FCZAP5NP","FW64B7CI","FWPWWKDW","GKN6P94H","GMNJEZLV","HFGX9UT4","HJHZK763","HM9N7AC6","HQFR9JPG","HYYYRRX2","I9DEE42T","ID6P2UNM","IL4HEAVY","IQCD8Y7L","J9SRYLHF","JSEKK98Q","JSJNNQR7","L7IVHXYS","L8DAV8AZ","LNDM3GL5","LW8ST37L","M82II4K6","M83WN7RU","N7HY7T5U","NXVF5S7Q","PB3RPRFI","PFRQBPUN","PPVF26AU","PR5BNKYQ","PS5CRVMQ","QIDR876V","QTCHUY9S","RFRGJCMR","RPZWWINA","S4N58IIR","S8LJPNWM","SLCIRJH4","SZP4YW7P","TB8EA3TY","TDNNH9W5","THN8GG87","U932X5NM","UASEQYWR","UGR4BIQ9","UIFNP9NU","V9V5XXXB","VI3A4Q2J","WV9H7JB8","WVR52XTG","WX4KMGDW","YT3QJNAW","ZJ6YREQY"],"citedBy":[],"link":{"href":"https://doi.org/10.1007/978-3-030-82973-5","label":"doi.org"}},{"key":"HQFR9JPG","type":"journalArticle","title":"The Transformative Limits of Translanguaging","authors":[{"last":"Jaspers","first":"Jürgen"}],"editors":[],"year":"2018","date":"2018-01-01 January 1, 2018","venue":"Language & Communication","volume":"58","issue":"","pages":"1-10","place":"","publisher":"","edition":"","doi":"10.1016/j.langcom.2017.12.001","isbn":"","url":"https://www.sciencedirect.com/science/article/pii/S0271530917302434","language":"en","abstract":"The implementation of translanguaging at school is often seen to have transformative capacities: it will release bilingual subjectivities, and change unequal social structures. In this paper I argue that translanguaging is likely to be less transformative and socially critical than is suggested, because translanguaging research has more in common with the monolingual authorities it criticizes than it may seem, because it trades on causality effects that cannot be taken for granted, and because translanguaging, in some of its representations, is becoming a dominating rather than a liberating force. This does not detract from the value of translanguaging research, nor from the importance of reconciling schools with linguistic diversity. But it may imply arguing this transformation from a different tack.","tags":["Critical pedagogy","Dilemmatic ideology","Third space","transformation","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["5X7HQKEF","6FMEZLMB","7UPI5S69","8CAR8W94","8MUBE9VL","AGFSLU69","APQBZZDV","AVPZDTE8","BDMJXWPM","BGH26YPL","C3368684","CPYK44UV","CQXMIQQW","CWX964GH","G8CQJY54","HJB7RNNX","IT8JQS5W","J9SRYLHF","JCA2TKD4","JSJNNQR7","KEKUYX2L","L5YXSDVU","L8DAV8AZ","LW5R97YY","M82II4K6","SZP4YW7P","TTHPFIFC","U7KGZ5QZ","V46GUR35","W3AVGV26","WVR52XTG","WX4KMGDW","YHKTEGJD"],"citedBy":["3H5HEYDC","6CP5JNSZ","HIUKBZ79","LPQURRBB","LS5EI9QZ","MMAGS46K","VBV42DWA","WMRY9PIB"],"link":{"href":"https://doi.org/10.1016/j.langcom.2017.12.001","label":"doi.org"}},{"key":"VSA3XPIH","type":"journalArticle","title":"A Warm wELLcome for Language Learners","authors":[{"last":"Jozwik","first":"Sara L."},{"last":"Hardin","first":"Stacey E."},{"last":"Bojko-Jeewek","first":"Joyce R."},{"last":"Lems","first":"Kristin"}],"editors":[],"year":"2020","date":"2020-00-00 Winter 2020","venue":"Illinois Reading Council Journal","volume":"49","issue":"1","pages":"57-64","place":"","publisher":"Illinois Reading Council","edition":"","doi":"10.33600/IRCJ.49.1.2020.57","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=146987657&site=ehost-live","language":"","abstract":"In the article, the authors discuss some strategies for integrating picture books featuring the characters' authentic use of translanguaging in read-aloud activities in K-3 English language education. Also cited are the importance of focusing on the interrelationships between culture, language and identity, the need to understand nonmainstream dialects like African American Vernacular English (AAVE) affirmatively, and how to decide whether to read aloud picture books.","tags":["ACADEMIC support programs","AFRICAN American children","AMERICAN English language","LANGUAGE & languages","SERVICE learning","VARIATION in language"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"record","printed":"","cites":["SZP4YW7P"],"citedBy":[],"link":{"href":"https://doi.org/10.33600/IRCJ.49.1.2020.57","label":"doi.org"}},{"key":"M94NKSIX","type":"conferencePaper","title":"Challenges and Possibilities in Multilingual Swedish Classrooms","authors":[{"last":"Karlsson","first":"Annika"},{"last":"Olander","first":"Clas"},{"last":"Jakobsson","first":"Anders"},{"last":"Johansson","first":"Sofie"},{"last":"Nygård Larsson","first":"Pia"}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"The 14th Conference of the European Science Education Research Association (ESERA 2021)","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45658","language":"eng","abstract":"In recent years, the increased globalization has led to Swedish science classrooms, just as in the rest of Europe, involving a variety of languages and cultures, which places particular demands on science education. The use of the functionally scientific language is characterized by complexity, which often hinders students’ learning in science. For students whose first language is different than the language of instruction, this can be a great challenge. In this presentation, we relate to two studies – (1) a web-based vocabulary test, and (2) an ethnographic study of a translanguaging science classroom – to illustrate how multilingual students’ use of translanguaging can constitute a resource for science learning. The studies reveal that multilingual students move in loops between discursive and national languages in their conversations about the scientific content. The students commonly use their first language (Arabic) when moving toward an everyday discourse and use their second language (Swedish) when approaching the scientific discourse. Moreover, analyses show how the students often use both Swedish and Arabic to clarify semantic relationships between scientific words and concepts in translanguaging science classrooms (TSC). The students commonly express the subject-specific words in Swedish, while the descriptive, clarifying, interconnecting words and phrases describing the semantic relationships often are expressed in Arabic. In this way, both Arabic and Swedish become linguistic and cognitive tools when students learn science. With increased awareness of the complex subject-specific language and multilingual students’ use of their entire linguistic repertoires in a TSC, increased conditions for the development of significant pedagogical tool can be created that can help science educators frame learning in linguistically and culturally diverse classrooms and give students greater opportunities to participate in the science instruction contexts, to influence their learning situation and to put students in a position as co-constructors of their own learning.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-14","prov":"document","printed":"","cites":["APQBZZDV"],"citedBy":[],"link":{"href":"http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45658","label":"urn.kb.se"}},{"key":"CUW6METX","type":"journalArticle","title":"From Outreach to Translanguaging: Developing a Bilingual Storytime","authors":[{"last":"Kelly","first":"Laura"},{"last":"Bolanos","first":"Cinthya"}],"editors":[],"year":"2020","date":"2020-00-00 Fall 2020","venue":"Children & Libraries: The Journal of the Association for Library Service to Children","volume":"18","issue":"3","pages":"28-34","place":"","publisher":"American Library Association","edition":"","doi":"10.5860/cal.18.3.28","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=146115419&site=ehost-live","language":"","abstract":"","tags":["HISPANIC Americans","LIBRARY websites"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.5860/cal.18.3.28","label":"doi.org"}},{"key":"BSNMWCFV","type":"journalArticle","title":"Cultivating Joy through Translanguaging Pedagogy: Inclusion and Justice in Multilingual Classrooms in Pakistan","authors":[{"last":"Khan","first":"Rehmat Ullah"},{"last":"Liu","first":"Chengyu"}],"editors":[],"year":"2026","date":"2026-09-09 2026-09-09","venue":"Journal of Teaching and Learning","volume":"20","issue":"4","pages":"","place":"","publisher":"","edition":"","doi":"10.22329/jtl.v20i5.11758","isbn":"","url":"https://jtl.uwindsor.ca/index.php/jtl/article/view/11758","language":"","abstract":"Abstract\nUsing a qualitative multiple-case study design, this study examines how joy-centred translanguaging pedagogy promotes inclusion and justice in multilingual ESL classrooms in Pakistan. Grounded in the framework of translanguaging space, the study draws on classroom observations and semi-structured interviews with 2 teachers and 4 students. The analysis focuses on linguistic belonging, participation, language hierarchies, and student voice. Findings indicate that translanguaging supports identity validation and engagement; however, its effectiveness depends significantly on teachers’ affective and relational practices. Classrooms characterized by empathy, respect, and supportive feedback enabled greater student participation and a stronger sense of belonging. The study concludes that inclusion and justice emerge through the intersection of translanguaging practices and positive classroom relationships, positioning joy as central to equitable multilingual pedagogy.","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.22329/jtl.v20i5.11758","label":"doi.org"}},{"key":"8P3JFMRZ","type":"journalArticle","title":"Translanguaging in Culturally Sustaining Systemic Functional Linguistics: Developing a Heteroglossic Space with Multilingual Learners","authors":[{"last":"Khote","first":"Nihal"},{"last":"Tian","first":"Zhongfeng"}],"editors":[],"year":"2019","date":"2019-01-10 2019-1-10","venue":"Translation and Translanguaging in Multilingual Contexts","volume":"5","issue":"1","pages":"5-28","place":"","publisher":"","edition":"","doi":"10.1075/ttmc.00022.kho","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/ttmc.00022.kho","language":"en","abstract":"Abstract\n            \n              In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and\n                    mobile semiotic resources that immigrant and culturally diverse students bring with them (\n              Blommaert 2010\n              ). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about\n                    teaching multilingual learners (\n              Paris and Alim 2017\n              ). By bringing two perspectives –\n                    Halliday’s systemic functional linguistics (SFL) (\n              Halliday 1993\n              ) theory and\n              García’s (2009)\n              notion of translanguaging – into dialogue, we explore their conceptual\n                    alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which\n                    holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their\n                    multiliteracies (see\n              Khote 2017\n              ;\n              Harman and Khote\n                        2018\n              ). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’\n                    complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how\n                    multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the\n                    classroom.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"record","printed":"","cites":["3KHM9EPB","4HSW368I","5YC7FYX4","6GYPPJRH","6IPNB475","8VY2V4H3","9AEWQGM5","APQBZZDV","BGH26YPL","CXLHQB2X","HAGAHN6W","IQCD8Y7L","J9SRYLHF","JCA2TKD4","JSJNNQR7","JTKPPTBQ","KPG4D247","L6CJYCG5","LW8ST37L","M82II4K6","PR5BNKYQ","QLV5GGH5","R573KLWQ","RLVI5HH5","S4N58IIR","SLY9KTJ3","SUVYTBZU","SZP4YW7P","TJQT3JR3","V722DMU4","WVR52XTG","WX4KMGDW","ZHQQ6642","ZPVYNQ8U"],"citedBy":["EHUYCSJC"],"link":{"href":"https://doi.org/10.1075/ttmc.00022.kho","label":"doi.org"}},{"key":"CDGQ9UVD","type":"journalArticle","title":"Negotiating Languages and Cultures: Enacting Translingualism through a Translation Assignment","authors":[{"last":"Kiernan","first":"Julia"},{"last":"Meier","first":"Joyce"},{"last":"Wang","first":"Xiqiao"}],"editors":[],"year":"2016","date":"2016-03-22 2016/03/22","venue":"Composition Studies","volume":"44","issue":"1","pages":"89-108","place":"","publisher":"University of Massachusetts Boston","edition":"","doi":"","isbn":"","url":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=15425894&v=2.1&it=r&id=GALE%7CA544601748&sid=googleScholar&linkaccess=abs","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2020-11-22","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=15425894&v=2.1&it=r&id=GALE%7CA544601748&sid=googleScholar&linkaccess=abs","label":"go.gale.com"}},{"key":"TAN9E4NC","type":"journalArticle","title":"Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten","authors":[{"last":"Kleemann","first":"Carola"}],"editors":[],"year":"2021","date":"2021-01-00 2021/1","venue":"Sustainability","volume":"13","issue":"7","pages":"3613","place":"","publisher":"Multidisciplinary Digital Publishing Institute","edition":"","doi":"10.3390/su13073613","isbn":"","url":"https://www.mdpi.com/2071-1050/13/7/3613","language":"en","abstract":"The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization and raising awareness of culture are shown in Sámi institution building. Within these frames, kindergarten teachers with Sámi backgrounds work to strengthen their local Sámi language and culture in a Sámi department of a kindergarten outside the core Sámi areas. This article aims to shed light on how the use of their bilingual resources in pedagogical translanguaging practices can build sustainable language practices for North Sámi. With children and adults, we explored how culturally aware, situated outdoors activities, such as building a campfire and gathering berries, encouraged children’s use of North Sámi. Both children and adults recorded these activities with GoPro cameras. The material was transcribed and analyzed using Conversation Analysis and translanguaging. For this article, I chose three episodes in which kindergarten teachers used their bilingual language register to interact with children in different pedagogical practices to give children input in North Sámi. Pedagogical translanguaging with young language learners in an emergent bilingual situation could help strengthen North Sámi language and culture outside Sámi core areas.","tags":["indigenous language vitalization","sustainable language practices","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["APQBZZDV"],"citedBy":[],"link":{"href":"https://doi.org/10.3390/su13073613","label":"doi.org"}},{"key":"I3XJ33BZ","type":"dictionaryEntry","title":"Translanguaging as an Act of Transformation: Restructuring Teaching and Learning for Emergent Bilingual Students","authors":[{"last":"Kleyn","first":"Tatyana"},{"last":"García","first":"Ofelia"}],"editors":[{"last":"de Oliveira","first":"Luciana C."}],"year":"2019","date":"2019-00-00 2019","venue":"The Handbook of TESOL in K-12","volume":"","issue":"","pages":"69-82","place":"Hoboken, NJ","publisher":"John Wiley and Sons","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"document","printed":"","cites":["5YC7FYX4","6GYPPJRH","6IPNB475","88MZNF86","8V939F45","8VY2V4H3","8XMWSQSH","96WSCUB3","9AEWQGM5","APQBZZDV","AVPZDTE8","BGH26YPL","BP2LC8IN","BVHBAKQ9","CJ6CNAYL","DYLUZ7I2","J9XT7QT9","JSJNNQR7","JTKPPTBQ","M82II4K6","PTKSUK27","QNT2W8R5","QXAY82WM","S4N58IIR","SUVYTBZU","SZP4YW7P","TAK6TC2Q","THN8GG87","UASEQYWR","V722DMU4","W3AVGV26","WVR52XTG","WX4KMGDW","XVN3XMZX","ZJ6YREQY"],"citedBy":["EHUYCSJC","LS5EI9QZ","UHK3Z89M"],"link":null},{"key":"BIW2T525","type":"journalArticle","title":"Beyond Languages, Beyond Modalities: Transforming the Study of Semiotic Repertoires","authors":[{"last":"Kusters","first":"Annelies"},{"last":"Spotti","first":"Massimiliano"},{"last":"Swanwick","first":"Ruth"},{"last":"Tapio","first":"Elina"}],"editors":[],"year":"2017","date":"2017-07-03 2017-07-03","venue":"International Journal of Multilingualism","volume":"14","issue":"3","pages":"219-232","place":"","publisher":"","edition":"","doi":"10.1080/14790718.2017.1321651","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/14790718.2017.1321651","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-14","prov":"record","printed":"","cites":["3AYZB73Q","55QZIYI6","59U334AQ","7GIVL2ED","7GWSA8XB","88R9RBJV","94HRUTE6","9G6TSSGL","9PVF97GN","AC4U3BNY","APQBZZDV","BJWK9CBN","BP2LC8IN","CHJBUQGN","DS4FV89J","GKN6P94H","HVXEK4SG","J9SRYLHF","JT282JLS","KQFVMWQ2","L8DAV8AZ","M3FV3BSI","Q42RSZNG","QIDR876V","SQPC9Q6Q","SSN2ZWH8","TAK6TC2Q","TB8EA3TY","UDPIA4HZ","WX4KMGDW","X2PLE88Z","YF5ZS85V"],"citedBy":["BSUKJY3G","HKMAGX8I","LS5EI9QZ","U2RPB87S","WMRY9PIB","ZK9QJ8Q3"],"link":{"href":"https://doi.org/10.1080/14790718.2017.1321651","label":"doi.org"}},{"key":"2NCH9L2S","type":"journalArticle","title":"Heritage Language Maintenance Among the Rum Community of Istanbul","authors":[{"last":"Kıyançiçek","first":"Ezgi"},{"last":"Eyisüren","first":"İ İlkay"},{"last":"Önen","first":"Serap"}],"editors":[],"year":"2026","date":"2026-05-19 2026-05-19","venue":"Heritage Language Journal","volume":"23","issue":"1","pages":"1-31","place":"","publisher":"Brill","edition":"","doi":"10.1163/15507076-bja10059","isbn":"","url":"https://brill.com/view/journals/hlj/23/1/article-p1_6.xml","language":"eng","abstract":"Abstract This study explores the dynamics of heritage language (HL) preservation in the Rum community of Istanbul, which is a unique minority group that lives in its home country and speaks a different language than the country’s dominant language. This makes the Rum community a rich data source for HL literature. Through a mixed methods research design, the current study examines the roles of family interactions, religious practices, marriage patterns, and identity in keeping their HL alive. It was found that the availability of HL instruction and the speakers’ devotion to their cultural practices and each other play a crucial role in their success in preserving the heritage language. The results also show that identity and cultural pride strongly contribute to their success. The findings of the study will contribute to the broader discussion on heritage languages by offering a unique perspective on HL maintenance from this historically significant community.","tags":["Istanbul Greeks","Rum community","bilingualism","heritage language maintenance","language and identity","language attitudes"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1163/15507076-bja10059","label":"doi.org"}},{"key":"UCVERERJ","type":"journalArticle","title":"A Qualitative Analysis of Translanguaging by Colombian Migrants in North Carolina","authors":[{"last":"Lamanna","first":"Scott"}],"editors":[],"year":"2021","date":"2021-06-00 2021/6","venue":"Languages","volume":"6","issue":"2","pages":"64","place":"","publisher":"Multidisciplinary Digital Publishing Institute","edition":"","doi":"10.3390/languages6020064","isbn":"","url":"https://www.mdpi.com/2226-471X/6/2/64","language":"en","abstract":"This study examines the usefulness of the theoretical construct of translanguaging in analyzing the linguistic production of twenty-four Colombians (originally from Bogotá) residing in the Piedmont Triad region of North Carolina. Translanguaging maintains that bilinguals and multilinguals have a single linguistic repertoire consisting of features traditionally associated with different named languages (English, Spanish, Arabic, Chinese, etc.), and that they freely select from among these features according to their communicative needs in specific contexts. In terms of named languages, participants utilized varying amounts of English during sociolinguistic interviews conducted primarily in Spanish by the investigator. The study presents a qualitative analysis of participants’ linguistic production viewed through the lens of translanguaging, which offers a better account than codeswitching of several patterns of language use observed in the data. These include phonetically ambiguous words, fluid combinations of morphemes from each named language (Spanish and English), and innovative uses of linguistic forms. The study concludes with a consideration of the relevance of translanguaging in addressing the issue of the legitimacy of the (often stigmatized) language varieties of Hispanics in the U.S. context.","tags":["Colombian Spanish","Multilingualism","linguistic repertoire","migration","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["3AYZB73Q","3JW85252","5YC7FYX4","8KVRK46N","9ST4C5DS","AC4U3BNY","APQBZZDV","ATFWRF8A","BGX8JQ75","QNT2W8R5","S4N58IIR","SZP4YW7P","TB8EA3TY","TEXCEZ89","UNUKXLPL","WX4KMGDW","ZJ6YREQY"],"citedBy":[],"link":{"href":"https://doi.org/10.3390/languages6020064","label":"doi.org"}},{"key":"G8PGLNGA","type":"journalArticle","title":"Multiple Classrooms of Life: English, Ideology and 'Sparkle' Moments","authors":[{"last":"Le Ha","first":"Phan"},{"last":"Dat","first":"Bao"}],"editors":[],"year":"2019","date":"2019-09-00 September 2019","venue":"Changing English: Studies in Culture & Education","volume":"26","issue":"3","pages":"238-251","place":"","publisher":"","edition":"","doi":"10.1080/1358684X.2019.1590686","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=137434053&site=ehost-live","language":"","abstract":"This essay comprises multiple sets of dialogues between us as colleagues and friends as we revisit the question of the status of English as a global language. Through the metaphor 'multiple classrooms of life', we share reflections and narratives arising out of our experiences with English that are embedded in our professional work, scholarship, pedagogy and creative interests. Our discussion encompasses a range of artefacts, including excerpts from our diaries, poems, vignettes, visuals, letters, songs and anecdotes. This amalgam of materials represents our personal engagement with English, as distinct from treating the spread of English simply as a metanarrative played out at a remove from personal experience. We reconstruct 'sparkle moments' arising from personal encounters and social interactions that have caused us to reflect on the role of English in our lives. We thus focus on ideology as personally felt and lived from within and through inter-personal interactions.","tags":["CLASSROOM environment","Creativity","DIARIES (Blank-books)","ENGLISH language education","English","English as a global language","POETRY (Literary form)","SOCIAL interaction","Vološinov","cultural politics of language","ideology","language empowerment","language ideology","narrative","power","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"record","printed":"","cites":["74R52299","8TLYLPTP","9EGKVFYD","AMLH7YSI","APQBZZDV","FCRLMPF9","HAGAHN6W","SLY9KTJ3","UAJA8A4R"],"citedBy":[],"link":{"href":"https://doi.org/10.1080/1358684X.2019.1590686","label":"doi.org"}},{"key":"QNUBRZ3H","type":"bookSection","title":"Translation and Translanguaging in (Post)multilingual Societies","authors":[{"last":"Lee","first":"Tong King"}],"editors":[{"last":"Malmkjær","first":"Kirsten"}],"year":"2022","date":"2022-00-00 2022","venue":"The Cambridge Handbook of Translation","volume":"","issue":"","pages":"119-138","place":"Cambridge","publisher":"Cambridge University Press","edition":"","doi":"10.1017/9781108616119.007","isbn":"978-1-108-48040-6","url":"https://www.cambridge.org/core/books/cambridge-handbook-of-translation/translation-and-translanguaging-in-postmultilingual-societies/9F72B1C3FDDA11DA2650F8230875E2B8","language":"","abstract":"Chapter 6 addresses the complex, multifaceted relationship between translation and society in general, before discussing translation in the context of multilingual societies. It examines translation in connection with translanguaging in the contexts of superdiversity and metrolingualism, drawing on findings of the AHRC-funded project ‘Translation and Translanguaging: Investigating Linguistic and Cultural Transformations in Superdiverse Wards in Four UK Cities’, arguing that translation should be seen as part of assemblages that constitute the discursive and semiotic character of multilingual societies.","tags":["metrolingualism","multilingual societies","society","superdiversity","translanguaging","translation"],"cited":0,"hasFile":true,"checked":true,"added":"2023-09-26","prov":"record","printed":"","cites":["C3368684","HQ7RRSLV","LQ8YNJ44","TAK6TC2Q","UIFNP9NU","VI3A4Q2J"],"citedBy":["DNFJEAKI","LS5EI9QZ","QKEW8S7I"],"link":{"href":"https://doi.org/10.1017/9781108616119.007","label":"doi.org"}},{"key":"QE6LMK43","type":"journalArticle","title":"Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country","authors":[{"last":"Leonet","first":"Oihana"},{"last":"Cenoz","first":"Jasone"},{"last":"Gorter","first":"Durk"}],"editors":[],"year":"2017","date":"2017-07-04 July 4, 2017","venue":"Journal of Language, Identity & Education","volume":"16","issue":"4","pages":"216-227","place":"","publisher":"Routledge","edition":"","doi":"10.1080/15348458.2017.1328281","isbn":"","url":"https://doi.org/10.1080/15348458.2017.1328281","language":"","abstract":"Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire when communicating in social contexts. These multilingual solitudes are challenged when translanguaging pedagogies are used and multilingual students are allowed to use the resources in their linguistic repertoire. The specific focus of this article is to examine translanguaging as a pedagogical tool as related to a context wherein Basque is the main language of instruction, but a minority language in society. The article reports the characteristics of a pedagogical intervention based on translanguaging, which aims at developing language awareness, metalinguistic awareness, and communicative and academic competences in Basque, Spanish, and English. Our findings show that pedagogical translanguaging can be compatible with the maintenance and development of a minority language.","tags":["Basque","English","Spanish","metalinguistic awareness","multilingual education","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-15","prov":"record","printed":"","cites":["2XRZ6PHE","5X7HQKEF","6FMEZLMB","8MUBE9VL","APQBZZDV","ATQJHL5S","B7X6X3FC","FHFZB9CC","GCQFRQZ2","JR6ZXD4C","KY2DN9DH","V3IJM28N","VC9NW7AV","XMJGD4BA"],"citedBy":["6CP5JNSZ","HIUKBZ79","LS5EI9QZ","S4N58IIR"],"link":{"href":"https://doi.org/10.1080/15348458.2017.1328281","label":"doi.org"}},{"key":"8MUBE9VL","type":"journalArticle","title":"Translanguaging: Origins and Development from School to Street and Beyond","authors":[{"last":"Lewis","first":"Gwyn"},{"last":"Jones","first":"Bryn"},{"last":"Baker","first":"Colin"}],"editors":[],"year":"2012","date":"2012-10-00 10/2012","venue":"Educational Research and Evaluation","volume":"18","issue":"7","pages":"641-654","place":"","publisher":"","edition":"","doi":"10.1080/13803611.2012.718488","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1080/13803611.2012.718488","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["2ASZXNX2","6GMQ69KS","6IPNB475","8CAR8W94","8D9BUAWP","A4LE6JX6","AGFSLU69","ATQJHL5S","AVPZDTE8","BP2LC8IN","CPYK44UV","EP4AI2T5","FCRLMPF9","IT8JQS5W","J5J68G5K","J7D3SITN","J89ECYEA","JTKPPTBQ","KTLD665D","L8DAV8AZ","LIBYWGT8","MTTSLYNG","NJAWL99S","RLVI5HH5","RYGA9Q7L","V9V5XXXB","W3AVGV26","XXIACBRZ","YJHK624T"],"citedBy":["5AC5J23X","6FMEZLMB","BGX8JQ75","BSUKJY3G","EHUYCSJC","FXWU4ZMR","HIUKBZ79","HJB7RNNX","HQFR9JPG","LRDK6HC9","LS5EI9QZ","MMAGS46K","Q6GDRPSJ","QE6LMK43","RPZWWINA","RQL6E9LI","WMRY9PIB","WX4KMGDW","Z7G3375I","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1080/13803611.2012.718488","label":"doi.org"}},{"key":"SETFUVH8","type":"journalArticle","title":"Mike Baynham and Tong King Lee, Translation and Translanguaging.","authors":[{"last":"Li","first":"Jing"},{"last":"Li","first":"Lei"}],"editors":[],"year":"2020","date":"2020-01-01 2020/01/01","venue":"International journal of communication (Online)","volume":"","issue":"","pages":"788-792","place":"","publisher":"University of Southern California, Annenberg School for Communication &amp; Journalism, Annenberg Press","edition":"","doi":"","isbn":"","url":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=19328036&v=2.1&it=r&id=GALE%7CA632409957&sid=googleScholar&linkaccess=abs","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2020-11-22","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=19328036&v=2.1&it=r&id=GALE%7CA632409957&sid=googleScholar&linkaccess=abs","label":"go.gale.com"}},{"key":"LS5EI9QZ","type":"book","title":"The Handbook of Translanguaging","authors":[{"last":"Li","first":"Wei"},{"last":"Phyak","first":"Prem"},{"last":"Lee","first":"Jerry Won"},{"last":"García","first":"Ofelia"}],"editors":[],"year":"2026","date":"2026-00-00 2026","venue":"Wiley-Blackwell","volume":"","issue":"","pages":"","place":"Hoboken, NJ","publisher":"Wiley-Blackwell","edition":"","doi":"","isbn":"978-1-394-22713-6","url":"","language":"","abstract":"\"Translanguaging refers to the complex and varied ways that bilingual and multilingual individuals navigate their academic, professional, and other social situations by utilizing all of their language skills in flexible and creative ways. Originally the result of research which examined pedagogy for students in bilingual classrooms, the dynamic research area of translanguaging has grown to encompass questions in language use and learning across the wider field of applied linguistics. Today, proponents of the study of translanguaging argue that pedagogical approaches based in translanguaging give bilingual and multilingual students a greater advantage in the classroom compared to earlier approaches to language acquisition, and researchers in this field have expanded their approaches to consider translanguaging in relation to complex social factors and contexts\"-- Provided by publisher","tags":["Handbooks, manuals, etc","Translanguaging (Linguistics)"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"document","printed":"","cites":["25M4S24R","28HUB5CF","2J4N2HBP","2N5GMJQ9","3AYZB73Q","3HS2YP7F","3IK93XEB","3MTZRSC6","42TL38WJ","43C2C7LA","43ZV6JSV","4HSW368I","4K56KHRS","4TLHYKE7","4WNBKWCI","55QZIYI6","5AIU82ML","5HFE7YJ4","5X7HQKEF","5YC7FYX4","62MHXFDR","62THCSPZ","6CP5JNSZ","6FMEZLMB","6GYPPJRH","6IPNB475","6PDQIFW8","6QX932AH","6V3LICYP","6V6DRBNB","7EEICET3","7GIVL2ED","8MUBE9VL","8T2A5DVY","8TT8X87K","8UJYTP76","8VY2V4H3","8XMWSQSH","95MV39GK","9AEWQGM5","9BUGPYSW","9C9ND67R","9EGKVFYD","9P8G7TDR","9PVF97GN","9X3S47UH","A4LE6JX6","A982Z4P4","A9FRJHXF","AC4U3BNY","AGFSLU69","APQBZZDV","ASUSZYBY","ATFWRF8A","ATQJHL5S","B3F8ZJZI","B7X6X3FC","BDMJXWPM","BGH26YPL","BGX8JQ75","BH97XXMF","BHAB8GPK","BIW2T525","BP2LC8IN","BPJMYC4U","BYS7FZQ7","C2W7QDS5","C3368684","CDCADWHQ","CEZK56VU","CHJBUQGN","CJ6CNAYL","CLBUDX5J","CMDHQH5G","CPYK44UV","CQXMIQQW","CWX964GH","CXLH2P9A","D6WAF89V","D8CRMMLK","DA4TI2WK","DHMLPH6S","DHMNZVEA","DMWU2GVJ","DR75KE69","DRRBZDY2","DXDFICES","DXL4ITNS","DYLUZ7I2","E6XH9QQF","E9SKJZTN","EF3YZT8E","EP4AI2T5","F4KQJU3Z","F9H2R7UQ","FCSU3TDP","FCZAP5NP","FHF4ZFAX","FWKPX74V","FXWU4ZMR","G29HWYC3","G4BXFPV3","G8CQJY54","GFCXWH6V","GPD8NAG7","GUGLE38P","GWJL7GP9","GWNV3KFY","GWS94WX9","HAGAHN6W","HG78NZ6M","HM9N7AC6","HQ4D47XC","HQ7RRSLV","HQFR9JPG","HYYYRRX2","I3XJ33BZ","I7NXKYZK","I9DEE42T","IAISU5HL","IFEMMMG8","IHFGJA5H","IQCD8Y7L","IR5VRBTG","IT8JQS5W","J7D3SITN","J9SRYLHF","JB4SYFUA","JCA2TKD4","JJ5UH3JR","JJATYE2P","JL4WXUFY","JL6LGG5J","JSJNNQR7","JTKPPTBQ","KEKUYX2L","KJFU6SCU","KJX87BQ6","KPE47K9D","KPG4D247","KVXZYFVL","L8DAV8AZ","LJTQHJDE","LQ8YNJ44","LW5R97YY","LW8ST37L","M75YKNEI","M82II4K6","MVZ4XV9V","MZXWLSFT","N5LS2IWV","NDM8LLVE","NJAWL99S","NL9FJ9CX","NMGCDQ4A","NTN4X3QT","NW5UHYBI","NXVF5S7Q","P32483ZJ","P6X5DCID","P9HGSQ7C","PFRQBPUN","PGKXPFQ6","PPVF26AU","PTKSUK27","QE6LMK43","QNUBRZ3H","QW9ZIUCU","QXAY82WM","R2BYTA27","R573KLWQ","RHT4LLE9","RKRTDP7D","RPZWWINA","RYGA9Q7L","S6IUEP8V","S8LJPNWM","SBTJPHBV","SKJLMDDF","SLCIRJH4","SLY9KTJ3","SQPC9Q6Q","SSN2ZWH8","STTJVK5J","SU2SFSUF","SW3INUKP","SZP4YW7P","SZS7KZUW","T6AG6GEF","T7MB3VDQ","TAK6TC2Q","TB8EA3TY","TDBLXPKV","TDNNH9W5","TF95GWG8","THN8GG87","TLT24FYY","TQK4E8J5","TUGLJCHN","U4DUU3DJ","UAJA8A4R","UGR4BIQ9","UHK3Z89M","UPVR9GS2","UQPSZFLS","UV4BXHEX","UYQE2IVG","V46GUR35","V9V5XXXB","V9ZBBBWG","VGGEWBZH","VI3A4Q2J","VNHW5GK2","VQF5JWXL","W3AVGV26","W4L3WD3X","WAWGTTY7","WE97VCPI","WHUBYWF2","WJW2B2PH","WPZQT5TR","WV9H7JB8","WVR52XTG","WX4KMGDW","XKUIM7G8","XSD7IZDQ","XUF8SZ7Z","XVN3XMZX","XZ52KN3K","YHKTEGJD","YTJ3WPM2","YV55EQSW","Z7G3375I","ZJ6YREQY","ZK9QJ8Q3","ZPVYNQ8U"],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9781394227136","label":"Open Library"}},{"key":"DR75KE69","type":"journalArticle","title":"Translanguaging as Dynamic Activity Flows in CLIL Classrooms","authors":[{"last":"Lin","first":"Angel M. Y."},{"last":"He","first":"Peichang"}],"editors":[],"year":"2017","date":"2017-07-04 July 4, 2017","venue":"Journal of Language, Identity & Education","volume":"16","issue":"4","pages":"228-244","place":"","publisher":"Routledge","edition":"","doi":"10.1080/15348458.2017.1328283","isbn":"","url":"https://doi.org/10.1080/15348458.2017.1328283","language":"","abstract":"In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hong Kong. The analysis shows that despite dominant school and government policies that impose a monolingual medium of instruction, translanguaging naturally flows from the dynamic interactions and activities in the classroom as both teacher and students are intensely engaged in meaning making about the lesson topics. Drawing on a recent theoretical explication of translanguaging and flows, the notion of translanguaging is further explicated with new theoretical and empirical import from the distributed language view. Pedagogical implications for CLIL are discussed.","tags":["Content and language integrated learning (CLIL)","South Asian ethnic minoritized students","distributed language view","science classroom discourse","translanguaging and flows"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"record","printed":"","cites":[],"citedBy":["36Z4BGGR","HIUKBZ79","LS5EI9QZ","MMAGS46K","RCZDTX8S","RPZWWINA","WMRY9PIB"],"link":{"href":"https://doi.org/10.1080/15348458.2017.1328283","label":"doi.org"}},{"key":"JYNCYHVX","type":"book","title":"Digital Storytelling as Translanguaging: A Practical Guide for Language Educators","authors":[{"last":"Linville","first":"Heather A."},{"last":"Vinogradova","first":"Polina"}],"editors":[],"year":"2024","date":"2024-02-02 2024-2-2","venue":"Routledge","volume":"","issue":"","pages":"","place":"New York","publisher":"Routledge","edition":"1","doi":"10.4324/9781003295730","isbn":"978-1-003-29573-0","url":"https://www.taylorfrancis.com/books/9781003295730","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["3EB89L89","8G3S7C3A","APQBZZDV","DAPKDEXE","E9SKJZTN","F4KQJU3Z","N5LS2IWV"],"citedBy":[],"link":{"href":"https://doi.org/10.4324/9781003295730","label":"doi.org"}},{"key":"487TDG6J","type":"book","title":"Translanguaging: The Key to Comprehension for Spanish-Speaking Students and Their Peers","authors":[{"last":"Lubliner","first":"Shira"},{"last":"Grisham","first":"Dana L."}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"Rowman & Littlefield","volume":"","issue":"","pages":"","place":"Lanham, Maryland","publisher":"Rowman & Littlefield","edition":"","doi":"","isbn":"978-1-4758-3163-4","url":"","language":"","abstract":"Translanguaging: The Key to Comprehension for Spanish-speaking Students and Their Peers is a teacher’s guide for effective vocabulary and comprehension instruction in the translanguaging classroom. Translanguaging is a new approach that incorporates students’ languages and cultures with the goal of strengthening academic achievement. This book focuses on Spanish-speaking emergent bilingual learners, as they constitute over 70% of the English learners in American schools. Also included are activities designed for students who speak only English or languages other than Spanish. We provide teachers with practical tools for achieving translanguaging goals through a method called Cognate Strategy Instruction (CSI). The goal is to teach upper elementary and secondary students to unlock academic texts and meet Common Core Standards. This approach has been classroom-tested and validated by research in English immersion and bilingual classroom settings. This book includes detailed vignettes and over 30 lessons plans, demonstrating how to purposefully plan and deliver translanguaging instruction. Also provided are student texts, games, and assessments – all of the materials needed for a complete instructional program.","tags":["Cognate words","Education, Bilingual","English language","Multilingualism","Study and teaching","Study and teaching Spanish speakers","United States","Vocabulary","Word recognition","translanguaging"],"cited":0,"hasFile":false,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9781475831634","label":"Open Library"}},{"key":"HPDYQHDJ","type":"journalArticle","title":"A Translanguaging and Trans-Semiotizing Perspective on Identity Development in Study Abroad","authors":[{"last":"Luo","first":"Haowei"}],"editors":[],"year":"2026","date":"2026-09-11 2026-09-11","venue":"Journal of Language, Identity & Education","volume":"","issue":"","pages":"1-16","place":"","publisher":"","edition":"","doi":"10.1080/15348458.2026.2724940","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/15348458.2026.2724940","language":"en","abstract":"","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1080/15348458.2026.2724940","label":"doi.org"}},{"key":"VLH4EVW4","type":"journalArticle","title":"Translanguaging, Word and Image, and the Danse Macabre","authors":[{"last":"Léglu","first":"Catherine"}],"editors":[],"year":"2023","date":"2023-08-18 2023-08-18","venue":"Journal of Literary Multilingualism","volume":"3","issue":"1","pages":"21-43","place":"","publisher":"Brill","edition":"","doi":"10.1163/2667324x-2023xx03","isbn":"","url":"https://brill.com/view/journals/jlm/3/1/article-p21_3.xml","language":"en","abstract":"Abstract The late medieval Danse Macabre, a bilingual word-and-image tradition, may be understood through the theoretical lens of translanguaging. This article begins with an analysis of the visual reception of this tradition in a public art installation in Luxembourg City during the coronavirus pandemic, and is followed by the challenges of applying paratranslation to a page of the early printed Danse Macabre (1486). Returning to the earliest translations of the Danse, the article also examines evidence of untranslatability and tensions between three literary languages in the Catalan Dança de la Mort (c. 1490).","tags":["Danse Macabre","medieval studies","modern public art","multilingualism","paratranslation","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1163/2667324x-2023xx03","label":"doi.org"}},{"key":"Z7G3375I","type":"journalArticle","title":"Specters of Judeo-Spanish: The Case for Judeo-Spanish as a Partial Overlap of Idiolects Shared by People of Sephardi Culture","authors":[{"last":"López","first":"Carlos Yebra"}],"editors":[],"year":"2023","date":"2023-05-29 2023-05-29","venue":"Journal of Jewish Languages","volume":"11","issue":"1","pages":"82-114","place":"","publisher":"Brill","edition":"","doi":"10.1163/22134638-bja10030","isbn":"","url":"https://brill.com/view/journals/jjl/11/1/article-p82_7.xml","language":"eng","abstract":"Abstract The aim of this essay is to problematize the ontology of Judeo-Spanish qua language. First, I argue that its traditional conceptualization as an autonomous, self-contained language is predicated on a (flawed) classical ontological framework that relies on so-called ‘named languages theory.’ Second, I contend that a more enlightened understanding of Judeo-Spanish as a linguistic phenomenon necessitates a paradigm shift toward a hauntological framework consistent with theoretical models such as translanguaging and revivalistics. I conclude that Judeo-Spanish is best understood as an ensemble of the only partially overlapping idiolects of people who share a common Sephardi cultural/ethnic identity and who manage to communicate with reasonable success. Third, I discuss the momentous implications of this shift in three domains: linguistics, minority rights, and education.","tags":["Judeo-Spanish","education","hauntology","minority rights","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["28HUB5CF","6CP5JNSZ","6GYPPJRH","8MUBE9VL","BP2LC8IN","JCA2TKD4","SZP4YW7P","TDBLXPKV","WX4KMGDW","XZ52KN3K"],"citedBy":["LS5EI9QZ"],"link":{"href":"https://doi.org/10.1163/22134638-bja10030","label":"doi.org"}},{"key":"ZJ6YREQY","type":"journalArticle","title":"A Multilingual Perspective on Translanguaging","authors":[{"last":"MacSwan","first":"Jeff"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"American Educational Research Journal","volume":"54","issue":"1","pages":"167-201","place":"","publisher":"[American Educational Research Association, Sage Publications, Inc.]","edition":"","doi":"","isbn":"","url":"https://www.jstor.org/stable/44245374","language":"","abstract":"Translanguaging is a new term in bilingual education; it supports a heteroglossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a multilingual perspective on translanguaging.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"document","printed":"","cites":["4K6YYS37","4MFR47TS","59TKTXKM","5X7HQKEF","5YC7FYX4","6GYPPJRH","6IPNB475","88MZNF86","8MUBE9VL","8V939F45","9425KRVM","A982Z4P4","AGFSLU69","APQBZZDV","CDCADWHQ","CEP9GY8J","D46IPPTS","EJJGRMM5","FCRLMPF9","FWPWWKDW","GKUCH23B","GUTH33TI","IT8JQS5W","J9SRYLHF","JL6LGG5J","JTKPPTBQ","KTLD665D","LW8ST37L","M2ISXA67","NCCJV6T2","NCLSUMTF","P5ESHS65","Q82YKHNC","QNT2W8R5","SJ8XCBFP","SQ4BY8F2","STTJVK5J","SZP4YW7P","UVD6W7DY","V9ZBBBWG","W3AVGV26","WEDAQ7NX","WX4KMGDW","XMJGD4BA","XZ52KN3K","YHKTEGJD","YT3QJNAW","ZSJ9SQGL"],"citedBy":["3H5HEYDC","6CP5JNSZ","BSUKJY3G","EHUYCSJC","HIUKBZ79","I3XJ33BZ","JS9DFKMQ","LS5EI9QZ","MMAGS46K","MZXWLSFT","RPZWWINA","RQL6E9LI","S4N58IIR","U2RPB87S","UCVERERJ","UHK3Z89M","WMRY9PIB"],"link":{"href":"https://www.jstor.org/stable/44245374","label":"jstor.org"}},{"key":"ASUSZYBY","type":"book","title":"Multilingual Perspectives on Translanguaging","authors":[{"last":"MacSwan","first":"Jeff"}],"editors":[],"year":"2022","date":"2022-00-00 2022","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Bristol","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["LS5EI9QZ","QKEW8S7I"],"link":null},{"key":"UGR4BIQ9","type":"journalArticle","title":"Ubuntu translanguaging: An alternative framework for complex multilingual encounters","authors":[{"last":"Makalela","first":"Leketi"}],"editors":[],"year":"2016","date":"2016-09-30 2016-09-30","venue":"Southern African Linguistics and Applied Language Studies","volume":"34","issue":"3","pages":"187-196","place":"","publisher":"","edition":"","doi":"10.2989/16073614.2016.1250350","isbn":"","url":"https://www.tandfonline.com/doi/full/10.2989/16073614.2016.1250350","language":"en","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","NW5UHYBI","R8XLCV4Y","UHK3Z89M","WMRY9PIB"],"link":{"href":"https://doi.org/10.2989/16073614.2016.1250350","label":"doi.org"}},{"key":"NW5UHYBI","type":"journalArticle","title":"Community elders’ narrative accounts of ubuntu translanguaging: Learning and teaching in African education","authors":[{"last":"Makalela","first":"Leketi"}],"editors":[],"year":"2018","date":"2018-12-00 December 2018","venue":"International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft","volume":"64","issue":"6","pages":"823-843","place":"","publisher":"Springer Nature","edition":"","doi":"10.1007/s11159-018-9752-8","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=133200685&site=ehost-live","language":"","abstract":"While South Africa has been lauded as a multilingual country that accorded official status to 11 languages, the academic notion of multilingualism has always been conceived from a monolingual perspective. Monolingual ideologies, which inadvertently favoured European languages to the detriment of local languages, were passed on to African countries through the occupation, division and colonisation of African territory by European powers in the early 1880s. Surprisingly, however, to date hardly any research has investigated African multilingualism predating the colonial era, or analysed pre-colonial narratives to offer alternative insights into African sociolinguistic and cultural realities. Aiming to shed some light on indigenous ways of knowing and the nature of translingual practices in local South African communities, the author of this article presents a study which collected and analysed storied narratives of six community elders - a glimpse into the pre-colonial period. The results of this study show that there is still a prevalent cultural competence of ubuntu (humanity towards others), which is highly relevant for teaching and learning indigenous knowledge and for identity formation among speakers of Bantu languages. Using a framework of ubuntu translanguaging to account for complex multilingual encounters, the author contends that a preferred literacy methodology for learners should be porous and value interdependence in tandem with ancient plural value systems and indigenous ways of knowing. Recommendations for future research involving narrative accounts of African community elders and practical applications in classroom encounters are considered at the end of the article.","tags":["BANTU languages","BENUE-Congo languages","CLASSES (Groups of students)","Multilingualism","STUDENTS","indigenous ways of knowing","literacy","monolingual bias","narratives","sub-Saharan multilingualism","ubuntu translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2020-11-22","prov":"record","printed":"","cites":["32JY8Y5U","3JW85252","6GYPPJRH","A9FRJHXF","AGFSLU69","APQBZZDV","GWS94WX9","HZCPRJAW","IT8JQS5W","KL9TGK9E","RLZT2DRW","STTJVK5J","SZP4YW7P","UGR4BIQ9","V28IYCMC","V9V5XXXB","V9ZBBBWG","VAELEQ5K","VMG35I5G"],"citedBy":["EHUYCSJC","LS5EI9QZ","UHK3Z89M"],"link":{"href":"https://doi.org/10.1007/s11159-018-9752-8","label":"doi.org"}},{"key":"UHK3Z89M","type":"book","title":"Not Eleven Languages: Translanguaging and South African Multilingualism in Concert","authors":[{"last":"Makalela","first":"Leketi"}],"editors":[],"year":"2022","date":"2022-00-00 2022","venue":"De Gruyter Mouton","volume":"","issue":"","pages":"","place":"Berlin","publisher":"De Gruyter Mouton","edition":"","doi":"","isbn":"978-1-61451-707-8","url":"","language":"","abstract":"","tags":["Africa","African languages","Afrique","Aspect social","Langues africaines","Multilingualism","Multilinguisme","Social aspects"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"document","printed":"","cites":["32JY8Y5U","3AYZB73Q","4KAPFIKC","5YC7FYX4","698R4L53","6GYPPJRH","6IPNB475","7GIVL2ED","8CAR8W94","8TT8X87K","8UJYTP76","A9FRJHXF","AC4U3BNY","AGFSLU69","APQBZZDV","AWSUQEUZ","DXL4ITNS","E9SKJZTN","F4KQJU3Z","G4BXFPV3","GWS94WX9","HZCPRJAW","I3XJ33BZ","I9DEE42T","IT8JQS5W","J5J68G5K","JSEKK98Q","JTKPPTBQ","KL9TGK9E","KVXZYFVL","L8DAV8AZ","NW5UHYBI","P4UN2ZX7","RLZT2DRW","ST84DQQQ","STTJVK5J","SZP4YW7P","TB8EA3TY","UGR4BIQ9","V9ZBBBWG","VAELEQ5K","VMG35I5G","WX4KMGDW","XZ52KN3K","Y8WMRWF5","ZJ6YREQY","ZPVYNQ8U"],"citedBy":["EHUYCSJC","LS5EI9QZ"],"link":{"href":"https://openlibrary.org/isbn/9781614517078","label":"Open Library"}},{"key":"HK8WPYRL","type":"journalArticle","title":"Translanguaging and Language Policy in the Global South: introductory notes","authors":[{"last":"Makalela","first":"Leketi"},{"last":"Silva","first":"Kleber Aparecido Da"}],"editors":[],"year":"2023","date":"2023-00-00 2023","venue":"Revista Brasileira de Linguística Aplicada","volume":"23","issue":"1","pages":"e33203","place":"","publisher":"","edition":"","doi":"10.1590/1984-6398202333203","isbn":"","url":"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982023000100101&tlng=pt","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC"],"link":{"href":"https://doi.org/10.1590/1984-6398202333203","label":"doi.org"}},{"key":"3IK93XEB","type":"journalArticle","title":"Disinventing and (Re)Constituting Languages","authors":[{"last":"Makoni","first":"Sinfree"},{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2005","date":"2005-00-00 2005","venue":"Critical Inquiry in Language Studies","volume":"2","issue":"3","pages":"137-156","place":"","publisher":"","edition":"","doi":"10.1207/s15427595cils0203_1","isbn":"","url":"http://www.tandfonline.com/doi/abs/10.1207/s15427595cils0203_1","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-13","prov":"record","printed":"","cites":["6EA8KBRP","6GMQ69KS","79CJPVKK","8TT8X87K","9EGKVFYD","C3368684","CEZK56VU","E6KNXRII","GWS94WX9","HZCPRJAW","JB4VZJLF","LW5R97YY","TLT24FYY","Y8WMRWF5","YJLPVDWH"],"citedBy":["EHUYCSJC","IZ9M54S5","LS5EI9QZ"],"link":{"href":"https://doi.org/10.1207/s15427595cils0203_1","label":"doi.org"}},{"key":"JJ5UH3JR","type":"book","title":"Disinventing and Reconstituting Languages","authors":[{"last":"Makoni","first":"Sinfree"},{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2006","date":"2006-11-11 2006-11-11","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.27939678","isbn":"978-1-85359-925-5","url":"http://www.jstor.org/stable/10.2307/jj.27939678","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ","MMAGS46K"],"link":{"href":"https://doi.org/10.2307/jj.27939678","label":"doi.org"}},{"key":"6GYPPJRH","type":"book","title":"Disinventing and Reconstituting Languages","authors":[{"last":"Makoni","first":"Sinfree"},{"last":"Pennycook","first":"Alastair"}],"editors":[],"year":"2007","date":"2007-00-00 2007","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Clevedon","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"978-1-85359-923-1","url":"","language":"en","abstract":"This book questions assumptions about the nature of language. Looking at diverse contexts from sign languages in Indonesia to literacy practices in Brazil, the authors argue that unless we change and reconstitute the ways in which languages are taught and conceptualized, language studies will not be able to improve the social welfare of language users.","tags":["Language Arts & Disciplines / Linguistics / General"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"document","printed":"","cites":[],"citedBy":["39G77H6D","3H5HEYDC","6CP5JNSZ","8P3JFMRZ","BSUKJY3G","BW99NC43","EHUYCSJC","I3XJ33BZ","IT8JQS5W","IZ9M54S5","L8DAV8AZ","LS5EI9QZ","MZXWLSFT","NW5UHYBI","QKEW8S7I","R8XLCV4Y","RPZWWINA","S4N58IIR","SZP4YW7P","U2RPB87S","UHK3Z89M","VCQDC8X5","WX4KMGDW","YTJ3WPM2","Z7G3375I","ZEMQR5GJ","ZJ6YREQY"],"link":{"href":"https://openlibrary.org/isbn/9781853599231","label":"Open Library"}},{"key":"IWNSUN36","type":"journalArticle","title":"Components of aesthetic experience: aesthetic fascination, aesthetic appraisal, and aesthetic emotion","authors":[{"last":"Marković","first":"Slobodan"}],"editors":[],"year":"2012","date":"2012-01-12 2012-1-12","venue":"i-Perception","volume":"3","issue":"1","pages":"1-17","place":"","publisher":"","edition":"","doi":"10.1068/i0450aap","isbn":"","url":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3485814/","language":"","abstract":"In this paper aesthetic experience is defined as an experience qualitatively different from everyday experience and similar to other exceptional states of mind. Three crucial characteristics of aesthetic experience are discussed: fascination with an aesthetic object (high arousal and attention), appraisal of the symbolic reality of an object (high cognitive engagement), and a strong feeling of unity with the object of aesthetic fascination and aesthetic appraisal. In a proposed model, two parallel levels of aesthetic information processing are proposed. On the first level two sub-levels of narrative are processed, story (theme) and symbolism (deeper meanings). The second level includes two sub-levels, perceptual associations (implicit meanings of object's physical features) and detection of compositional regularities. Two sub-levels are defined as crucial for aesthetic experience, appraisal of symbolism and compositional regularities. These sub-levels require some specific cognitive and personality dispositions, such as expertise, creative thinking, and openness to experience. Finally, feedback of emotional processing is included in our model: appraisals of everyday emotions are specified as a matter of narrative content (eg, empathy with characters), whereas the aesthetic emotion is defined as an affective evaluation in the process of symbolism appraisal or the detection of compositional regularities.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1068/i0450aap","label":"doi.org"}},{"key":"HHVJ38XA","type":"bookSection","title":"Towards a model of multilingualism, language change and linguistic convergence in the Bantu linguistic area: Historical linguistics and Ubuntu Translanguaging","authors":[{"last":"Marten","first":"Lutz"}],"editors":[{"last":"Gvozdanović","first":"Jadranka"}],"year":"","date":"","venue":"Historical Linguistics 2023: Selected papers from the 26th International Conference on Historical Linguistics,Heidelberg, 4-8 September 2023","volume":"","issue":"","pages":"312-337","place":"","publisher":"John Benjamins Publishing Company","edition":"","doi":"","isbn":"978-90-272-3781-1","url":"https://benjamins.com/catalog/cilt.371.13mar","language":"en","abstract":"Bantu languages are a well-established African language group with an extensive research tradition. However, questions remain of how to best understand the history behind today’s complex linguistic variation found among Bantu languages. In this chapter I propose that this is due in part to a methodological bias in the study of Bantu languages, and in historical linguistics more generally, arising from the inception of the field at a particular time in Western intellectual history. This bias favours inheritance over contact, divergence over convergence, and European (perceived) monolingual linguistic ecologies over multilingual ecologies. In order to address this bias, I introduce the model of Ubuntu Translanguaging (Makalela 2016) and propose that it provides the conceptual architecture for a more balanced and comprehensive understanding of the historical linguistics of Bantu languages and beyond.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-17","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://benjamins.com/catalog/cilt.371.13mar","label":"benjamins.com"}},{"key":"X59WIIYS","type":"journalArticle","title":"Translanguaging Bible Translation","authors":[{"last":"Maust","first":"Drew"}],"editors":[],"year":"2023","date":"2023-00-00 2023","venue":"Journal of Language, Culture, and Religion","volume":"4","issue":"1","pages":"27-56","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://www.diu.edu/jlcr/volume-4-number-1/","language":"","abstract":"Emphasis on so-called heart language and mother tongue Scripture has marked Bible translation (BT) organizations from their earliest days. Without minimizing the importance of language development and the BT enterprise, recent attempts have been made at the organizational level to sunset such rhetoric while reimagining variations of it. Despite these efforts, BT practitioners find themselves lacking a theoretical lens for understanding and describing BT in multilingual contexts which is informed by advances in multilingual communication. Practitioners, such as translation consultants, are thus in need of an up-to-date framework within which to conceptualize and pursue their work.\n\nIn this paper, we draw on the work of multilingual researchers Ofelia García and Li Wei to introduce translanguaging as one helpful theoretical lens for thinking about the process of local language BT and its agents. Translanguaging may be defined as “the deployment of a speaker’s full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages” (Otheguy, García, and Reid 2015, 283). We argue that translanguaging has the potential to provide a significant turn in the history of the theory and practice of BT for the way it invites practitioners to reconsider long held and often unquestioned linguistic ideologies. Finally, insights from translanguaging are brought to bear on the role of translation consultant, specifically regarding quality control.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2023-05-16","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://www.diu.edu/jlcr/volume-4-number-1/","label":"diu.edu"}},{"key":"DRRBZDY2","type":"book","title":"The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education","authors":[{"last":"May","first":"Stephen"}],"editors":[],"year":"2013","date":"2013-07-24 2013-07-24","venue":"Routledge","volume":"","issue":"","pages":"","place":"","publisher":"Routledge","edition":"","doi":"","isbn":"978-1-136-28712-1","url":"","language":"en","abstract":"Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the ‘monolingual bias’ argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning.  This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries – particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.","tags":["Education / Bilingual Education","Education / General","Education / Multicultural Education","Foreign Language Study / English as a Second Language"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"document","printed":"","cites":[],"citedBy":["HIUKBZ79","LS5EI9QZ","RPZWWINA","S4N58IIR"],"link":{"href":"https://openlibrary.org/isbn/9781136287121","label":"Open Library"}},{"key":"BSUKJY3G","type":"book","title":"Translanguaging as Everyday Practice","authors":[{"last":"Mazzaferro","first":"Gerardo"}],"editors":[],"year":"2018","date":"2018-00-00 2018","venue":"Springer","volume":"","issue":"","pages":"","place":"Cham","publisher":"Springer","edition":"","doi":"10.1007/978-3-319-94851-5","isbn":"978-3-319-94851-5","url":"","language":"","abstract":"This volume offers empirically grounded perspectives on translanguaging as a locally situated, interactional accomplishment of practical action, and its significance within different domains of social life-school, education, diasporic families and communities, workplaces, urban linguistic landscapes, advertising practices and mental health centres - focusing on case studies from different countries and continents. The 14 chapters contribute to the understanding of translanguaging as a communicative and discursive practice, which is relationally constructed and strategically deployed by individuals during everyday encounters with language and cultural diversity. The contributions testify to translanguaging as an interdisciplinary and critical research paradigm by assembling scholars working on translanguaging from different perspectives, and a wide range of social, cultural, and geographical contexts. This volume contributes to the further development of new theoretical and analytical tools for the investigation of translanguaging as everyday practice, and how and why language practices are constructed, negotiated, opposed or subverted by social actors","tags":["Education","Language and education","Multilingualism","Research","Research Methods in Education","Sociolinguistics","language education"],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["25M4S24R","2BZJRQGT","2F9NYAVU","32JBRP2V","38TBQ9S6","3AYZB73Q","3HS2YP7F","3JQ7DSJR","43C2C7LA","4GXCFQFL","4K6YYS37","4TLHYKE7","58CB8H4W","5YC7FYX4","627PVP4T","6AZHHSTG","6FMEZLMB","6GYPPJRH","6IPNB475","6QX932AH","6V3LICYP","75MI8VHK","7ADE84ZG","7EEICET3","7GIVL2ED","8M2ZHMZP","8MUBE9VL","8T2A5DVY","8TCYVDQ4","8V939F45","9425KRVM","96WSCUB3","9PVF97GN","9ST4C5DS","9TF6GKCU","A9FRJHXF","AC4U3BNY","AGFSLU69","APQBZZDV","ATFWRF8A","ATQJHL5S","AVPZDTE8","BDMJXWPM","BIW2T525","BPJMYC4U","BW99NC43","C3368684","C7HLS5AK","CHJBUQGN","CLBUDX5J","CMDHQH5G","CPYK44UV","CQXMIQQW","CWX964GH","CXLH2P9A","D46IPPTS","DHMLPH6S","DHMNZVEA","DMWU2GVJ","DR8LZRRG","DSQVLTDI","E6KNXRII","EM7ZU7TA","F9H2R7UQ","FCRLMPF9","FHFZB9CC","FQLZ3UC9","GCQFRQZ2","GKN6P94H","HG78NZ6M","HQ7RRSLV","HX5KVLF6","HYYYRRX2","IL4HEAVY","IT8JQS5W","IZFZPFU5","J9SRYLHF","J9UN5JTM","JB4SYFUA","JJATYE2P","JL6LGG5J","JSJNNQR7","JT282JLS","JTKPPTBQ","JZRS23BG","KHFMSMLV","KJFU6SCU","KPG4D247","KW7MI6KY","L8DAV8AZ","M3FV3BSI","M82II4K6","MTTSLYNG","MXM7JF3J","N4RHILLX","N7HY7T5U","NCLSUMTF","NJAWL99S","P32483ZJ","P4UN2ZX7","P5ESHS65","PR5BNKYQ","PTKSUK27","QNDG96SA","R573KLWQ","RFRGJCMR","RYGA9Q7L","SJ8XCBFP","SQ4BY8F2","SQPC9Q6Q","STTJVK5J","SZP4YW7P","T7MB3VDQ","TAK6TC2Q","TB8EA3TY","TE8F94UA","TEXCEZ89","TQK4E8J5","U7KGZ5QZ","UDPIA4HZ","UPVR9GS2","UVD6W7DY","V722DMU4","V9V5XXXB","V9ZBBBWG","VQF5JWXL","VTVKJCZA","VXBE9ZZ6","W3AVGV26","W4L3WD3X","WHUBYWF2","WVR52XTG","WX4KMGDW","XZ52KN3K","Y5YZAPVE","YCETJBRZ","YT3QJNAW","YV55EQSW","ZJ6YREQY","ZPVYNQ8U","ZSJ9SQGL"],"citedBy":["EHUYCSJC","IX54E4V6","WMRY9PIB"],"link":{"href":"https://doi.org/10.1007/978-3-319-94851-5","label":"doi.org"}},{"key":"R8XLCV4Y","type":"book","title":"Emerging Perspectives on Translanguaging in Multilingual University Classrooms","authors":[{"last":"Mbirimi-Hungwe","first":"Vimbai"},{"last":"Hungwe","first":"Taurai"},{"last":"Seeletse","first":"Solly Matshonisa"}],"editors":[],"year":"2020","date":"2020-00-00 2020","venue":"Cambridge Scholars Publishing","volume":"","issue":"","pages":"","place":"Newcastle upon Tyne","publisher":"Cambridge Scholars Publishing","edition":"","doi":"","isbn":"978-1-5275-5500-6","url":"","language":"eng","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2022-02-19","prov":"document","printed":"","cites":["32JBRP2V","6GYPPJRH","APQBZZDV","UGR4BIQ9","Y8WMRWF5"],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9781527555006","label":"Open Library"}},{"key":"YLN3ARLR","type":"bookSection","title":"Translanguaging","authors":[{"last":"McArthur","first":"Tom McArthurTom"},{"last":"Lam-McArthur","first":"Jacqueline Lam-McArthurJacqueline"},{"last":"Fontaine","first":"Lise FontaineLise"}],"editors":[{"last":"McArthur","first":"Tom"},{"last":"Lam-McArthur","first":"Jacqueline"},{"last":"Fontaine","first":"Lise"}],"year":"2018","date":"2018-05-24 2018-05-24","venue":"The Oxford Companion to the English Language","volume":"","issue":"","pages":"","place":"","publisher":"Oxford University Press","edition":"","doi":"","isbn":"978-0-19-966128-2","url":"https://www.oxfordreference.com/view/10.1093/acref/9780199661282.001.0001/acref-9780199661282-e-1460","language":"en","abstract":"\"Translanguaging\" published on  by Oxford University Press.","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2021-04-29","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://www.oxfordreference.com/view/10.1093/acref/9780199661282.001.0001/acref-9780199661282-e-1460","label":"oxfordreference.com"}},{"key":"TF5LT2Q4","type":"book","title":"Childhood Bilingualism: Research on Infancy through School Age","authors":[{"last":"McCardle","first":"Peggy"},{"last":"Hoff","first":"Erika"}],"editors":[],"year":"2006","date":"2006-02-28 2006-02-28","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"","publisher":"Multilingual Matters","edition":"","doi":"10.2307/jj.27939667","isbn":"978-1-85359-871-5","url":"http://www.jstor.org/stable/10.2307/jj.27939667","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.2307/jj.27939667","label":"doi.org"}},{"key":"VVC6CDRU","type":"blogPost","title":"At school today, a student led us to this answer. She said “thirty ocho.” Well, yes it is!! Thanks for answering, mi estudiante. It’s also “thirty eight” or “treinta y ocho” Hey— even “treinta y eight” is acceptable too!! #translanguaging #validatelanguage #WeAreD34 #SomosD34 https://t.co/mRLaA7T772","authors":[{"last":"McNally","first":"Caitlyn"}],"editors":[],"year":"2021","date":"2021-02-24 2021-02-24T03:27Z","venue":"@MissMcNally_","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://twitter.com/MissMcNally_/status/1364416609209749514","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://twitter.com/MissMcNally_/status/1364416609209749514","label":"twitter.com"}},{"key":"FZBZJVSC","type":"journalArticle","title":"Decolonial Potential in a Multilingual FYC","authors":[{"last":"Medina","first":"Cruz"}],"editors":[],"year":"2019","date":"2019-00-00 Spring 2019","venue":"Composition Studies","volume":"47","issue":"1","pages":"73-94","place":"","publisher":"Composition Studies","edition":"","doi":"","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=136122912&site=ehost-live","language":"","abstract":"Scholars in rhetoric and composition have questioned to what extent the field can be decolonial because of the gatekeeping role that writing plays in the university. This article examines the decolonial potential of implementing multilingual practices in first-year composition (fyc), enacting what Walter Mignolo calls \"epistemic disobedience\" by complicating the primacy of English as the language of knowledge-building. I describe a Spanish-English \"bilingual\" fyc course offered at a private university with a Jesuit Catholic heritage. The course is characterized by a translanguaging approach in which Spanish is presented as a valid language for academic writing. The students' writing highlights the enduring influence of colonialism in the form of monolingual ideology within the linguistically diverse geographical context of Silicon Valley, where the potential of decolonial practices are tempered by the economic power of the tech industry and its hiring practices, which have resulted in a low number of employed women and minorities in comparison to both national employment levels and diversity within the region.","tags":["ACADEMIC discourse","Multilingualism","PRIVATE universities & colleges","Scholars","THEORY of knowledge"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"document","printed":"","cites":["CJ6CNAYL","I7NXKYZK","J9SRYLHF","THN8GG87"],"citedBy":[],"link":{"href":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=136122912&site=ehost-live","label":"search.ebscohost.com"}},{"key":"7V35ZM7I","type":"journalArticle","title":"Towards bilingual expertise – evaluating translanguaging pedagogy in bilingual degrees at the university level","authors":[{"last":"Mickwitz","first":"Åsa"},{"last":"Lehtonen","first":"Heini"},{"last":"Cvetanović","first":"Dragana"},{"last":"Toom","first":"Auli"}],"editors":[],"year":"2021","date":"2021-05-26 2021-05-26","venue":"Language Learning in Higher Education","volume":"11","issue":"1","pages":"195-217","place":"","publisher":"","edition":"","doi":"10.1515/cercles-2021-2012","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/cercles-2021-2012/html","language":"en","abstract":"Abstract\n            A great deal of effort has been made in recent years to promote multilingual values in academia and society. This was one reason why the University of Helsinki introduced the Bilingual Bachelor’s programme (TvEx) in 2010 to guarantee a sufficient number of bilingual professionals in Finnish society. The aim of this study is to explore students’ reflections on the (learning) challenges they face in becoming bilingual experts. The data consist of lecture observations and 13 semi-structured retrospective interviews with 14 students conducted during 2018–2019. The results show that emerging bilingual students need to build a sense of belonging with both language groups in order to develop bilingual expertise. From the students’ point of view, teaching is experienced as satisfactory in terms of both language and content learning, especially in smaller teaching groups in which students feel safe to ask questions and where they are given individual support. It thus seems that learning in terms of both language and disciplinary content could be improved if teachers were to raise language awareness by explicitly addressing the language agenda of the class at the beginning of each course. They could, for example, initiate a discussion on the language situation(s) in the classroom in order to negotiate a functional set of teaching practices that would suit all students present in the class. Our findings also imply that teachers need to develop more student-centred approaches through which they can help their students to deepen content knowledge and to improve language skills.","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1515/cercles-2021-2012","label":"doi.org"}},{"key":"8XXPF7P6","type":"journalArticle","title":"Change as a Goal of Educational Research","authors":[{"last":"Moll","first":"Luis C."},{"last":"Diaz","first":"Stephen"}],"editors":[],"year":"1987","date":"1987-00-00 1987","venue":"Anthropology and Education Quarterly","volume":"18","issue":"","pages":"300-311","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["PR5BNKYQ"],"link":null},{"key":"PR5BNKYQ","type":"journalArticle","title":"Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms","authors":[{"last":"Moll","first":"Luis C."},{"last":"Amanti","first":"Cathy"},{"last":"Neff","first":"Deborah"},{"last":"Gonzalez","first":"Norma"}],"editors":[],"year":"1992","date":"1992-03-01 March 1, 1992","venue":"Theory Into Practice","volume":"31","issue":"2","pages":"132-141","place":"","publisher":"Routledge","edition":"","doi":"10.1080/00405849209543534","isbn":"","url":"https://doi.org/10.1080/00405849209543534","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-05","prov":"record","printed":"","cites":["8XXPF7P6"],"citedBy":["36Z4BGGR","3H5HEYDC","8P3JFMRZ","BRK8A5JH","BSUKJY3G","CPYK44UV","IGFIVPGP","JR37997P","Q6GDRPSJ","SZP4YW7P","WMRY9PIB","YTJ3WPM2"],"link":{"href":"https://doi.org/10.1080/00405849209543534","label":"doi.org"}},{"key":"SW3INUKP","type":"book","title":"Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities","authors":[{"last":"Moore","first":"Emilee"},{"last":"Bradley","first":"Jessica"},{"last":"Simpson","first":"James"}],"editors":[],"year":"2020","date":"2020-00-00 2020","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Bristol","publisher":"Multilingual Matters","edition":"","doi":"10.21832/MOORE8045","isbn":"978-1-78892-803-8","url":"https://www.multilingual-matters.com/page/detail/?K=9781788928038","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["CHJBUQGN","M3FV3BSI"],"citedBy":["LS5EI9QZ"],"link":{"href":"https://doi.org/10.21832/MOORE8045","label":"doi.org"}},{"key":"RCZDTX8S","type":"journalArticle","title":"Technology-Mediated Translanguaging for Environmental Meaning-Making in Asynchronous ESP Vocational Discussion Forums","authors":[{"last":"Mutiaraningrum","first":"Ira"},{"last":"Abdurahman","first":"Nur Hafiz"},{"last":"Nugroho","first":"Arif"},{"last":"Lestari","first":"Sri"},{"last":"Mahendra","first":"Made Wahyu"},{"last":"Sulaiman","first":""}],"editors":[],"year":"2026","date":"2026-05-31 2026-05-31","venue":"ELE Reviews: English Language Education Reviews","volume":"6","issue":"1","pages":"49-70","place":"","publisher":"","edition":"","doi":"10.22515/elereviews.v6i1.14557","isbn":"","url":"https://ejournal.uinsaid.ac.id/ele-reviews/article/view/14557","language":"en","abstract":"Although studies have explored translanguaging in multilingual classrooms, an investigation into how translanguaging operates in asynchronous digital learning environments, particularly in vocational ESP contexts, is still limited. This study examines how translanguaging practices are applied in English for Specific Purposes (ESP) online discussion forums in vocational agribusiness English courses. The study uses an interpretive approach to explore how multilingual language practices support meaning-making when students engage with environmental issues relevant to their field. The study involved third-year Agribusiness students from a vocational college, and data were collected from excerpts of students’ asynchronous discussions related to agribusiness, deforestation, mining activities, and environmental risks in an English course. Of the 24 3rd-semester students who participated in the online discussion forum, 81 comments were analyzed. Notably, data collection coincided with significant flooding in Sumatra, Indonesia, which became a recurring point of reference in student interactions. Using thematic analysis, this study explicitly reveals three interrelated discursive patterns in students’ environmental reasoning facilitated by translanguaging: problem identification, causal explanation, and proposed strategies. Findings from the open-ended questionnaire also showed that students considered that using a single language alone was not enough to discuss complex agribusiness topics, so they translanguaged to explain technical concepts, connect ideas, and convey opinions more clearly.","tags":["English for agribusiness"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["36Z4BGGR","39G77H6D","4QX5QW3M","6CP5JNSZ","6FMEZLMB","8CAR8W94","APQBZZDV","DR75KE69","GFCXWH6V","HM9N7AC6","J9SRYLHF","M75YKNEI","UASEQYWR","YGNJR7WI"],"citedBy":[],"link":{"href":"https://doi.org/10.22515/elereviews.v6i1.14557","label":"doi.org"}},{"key":"SJ9LVWJA","type":"journalArticle","title":"From Language to Languaging: Changing Relations Between Humans and Linguistic Features","authors":[{"last":"Møller","first":"Janus Spindler"},{"last":"Jørgensen","first":"J. Normann"}],"editors":[],"year":"2009","date":"2009-11-01 November 1, 2009","venue":"Acta Linguistica Hafniensia","volume":"41","issue":"1","pages":"143-166","place":"","publisher":"Routledge","edition":"","doi":"10.1080/03740460903364185","isbn":"","url":"https://doi.org/10.1080/03740460903364185","language":"","abstract":"In this article we examine how polylingual interactional practices change over time. We suggest that studies of currently ongoing language change in real time include a code choice perspective. Our point of departure is data from the so-called Køge project (see Jørgensen 2003a for an introduction). We have followed a group of Turkish-Danish speakers from Køge, Denmark and a group of Turco-Turkish speakers from Eskişehir, Turkey over time. We will compare these two groups' development of interactional behavior regarding code choice patterns. We will show how the groups change their interactional behavior over time. Using quantitative as well as qualitative analytical approaches we show how the development of code choice patterns in the Køge group involves more use of Turkish, involves more different codes, and involves closer integration of those codes. In the light of these results we argue that this phenomenon may be described as a polylingual (rather than multilingual) interactional behavior.","tags":["Turkish-Danish","age grading","code choice patterns","language change in real time","late modern languagers","poly-lingual languaging","the Køge project"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-09","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1080/03740460903364185","label":"doi.org"}},{"key":"ZK9QJ8Q3","type":"journalArticle","title":"“When I speak people look at me”: British deaf signers’ use of bimodal translanguaging strategies and the representation of identities","authors":[{"last":"Napier","first":"Jemina"},{"last":"Oram","first":"Rosemary"},{"last":"Young","first":"Alys"},{"last":"Skinner","first":"Robert"}],"editors":[],"year":"2019","date":"2019-04-24 2019/04/24","venue":"Translation and Translanguaging in Multilingual Contexts","volume":"5","issue":"2","pages":"95-120","place":"","publisher":"John Benjamins","edition":"","doi":"10.1075/ttmc.00027.nap","isbn":"","url":"https://www.jbe-platform.com/content/journals/10.1075/ttmc.00027.nap","language":"en","abstract":"Abstract Deaf people’s lives are predicated to some extent on working with sign language interpreters. The self is translated on a regular basis and is a long-term state of being. Identity becomes known and performed through the translated self in many interactions, especially at work. (Hearing) others’ experience of deaf people, largely formed indirectly through the use of sign language interpreters, is rarely understood as intercultural or from a sociocultural linguistic perspective. This study positions itself at the cross-roads of translation studies, sociolinguistics and deaf studies, to specifically discuss findings from a scoping study that sought, for the first time, to explore whether the experience of being ‘known’ through translation is a pertinent issue for deaf signers. Through interviews with three deaf signers, we examine how they draw upon their linguistic repertoires and adopt bimodal translanguaging strategies in their work to assert or maintain their professional identity, including bypassing their representation through interpreters. This group we refer to as ‘Deaf Contextual Speakers’ (DCS). The DCS revealed the tensions they experienced as deaf signers in reinforcing, contravening or perpetuating language ideologies, with respect to assumptions that hearing people make about them as deaf people, their language use in differing contexts; the status of sign language; as well as the perceptions of other deaf signers about their translanguaging choices. This preliminary discussion of DCS’ engagement with translation, translanguaging and professional identity(ies) will contribute to theoretical discussions of translanguaging through the examination of how this group of deaf people draw upon their multilingual and multimodal repertoires, contingent and situational influences on these choices, and extend our understanding of the relationship between language use, power, identity, translation and representation.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"record","printed":"","cites":["55QZIYI6","APQBZZDV","BIW2T525","BJWK9CBN","L8DAV8AZ","SZP4YW7P","W3MQKFFD","YF5ZS85V"],"citedBy":["LS5EI9QZ"],"link":{"href":"https://doi.org/10.1075/ttmc.00027.nap","label":"doi.org"}},{"key":"4QX5QW3M","type":"bookSection","title":"Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse","authors":[{"last":"Nightingale","first":"Richard"},{"last":"Safont","first":"Pilar"}],"editors":[],"year":"2019","date":"2019-07-23 2019-07-23","venue":"Investigating the Learning of Pragmatics across Ages and Contexts","volume":"","issue":"","pages":"167-195","place":"","publisher":"Brill","edition":"","doi":"10.1163/9789004409699_009","isbn":"978-90-04-40969-9","url":"https://brill.com/display/book/edcoll/9789004409699/BP000020.xml","language":"en","abstract":"Abstract This study puts forward the term ‘pragmatic translanguaging’ to refer to consciously outcome-oriented language switch motivations. The study focuses on the translanguaging practices of adolescents in their online discourse and explores what Jørgensen (2008) calls the ‘designing mind’ behind such practices; that is, an awareness of both the practices themselves and the motivations for them. With this in mind, the aim is to ascertain whether online translanguaging practices are intentional and to identify the functions they perform. In order to do so, semi-structured interviews were carried out involving 97 high-school students from the Valencian Community, Spain. The resulting data were analyzed to see how the participants described their online translanguaging practices and their reasons for engaging in these practices. The results show translanguaging across a range of digital media and online platforms which is consciously targeted at producing a specific effect and is frequently motivated by awareness of this potential effect; that is, an enhanced pragmatic awareness. Furthermore, the data revealed that online translanguaging practices covered three main pragmatic functions, namely those of marking humor, marking identity, and modifying requests. The study indicates that multilingual adolescents translanguage for more than simple communicative reasons, and that online platforms give them an extended opportunity to engage in multilingual interaction. While recognizing the limitations of this purely qualitative study, the authors offer the term ‘pragmatic translanguaging’ as a focal point for further contributions to this under-researched area of multilingual pragmatics.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":["RCZDTX8S"],"link":{"href":"https://doi.org/10.1163/9789004409699_009","label":"doi.org"}},{"key":"IGFIVPGP","type":"journalArticle","title":"'Four Boys Nga-Lerebina Ngana': Oracy and Translanguaging in English and Ndjebbana.","authors":[{"last":"O'Mara","first":"Joanne"},{"last":"Auld","first":"Glenn"},{"last":"Djabibba","first":"Lena"}],"editors":[],"year":"2019","date":"2019-04-01 2019/04/01","venue":"English in Australia","volume":"54","issue":"1","pages":"59-69","place":"","publisher":"Australian Association for the Teaching of English","edition":"","doi":"","isbn":"","url":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=01552147&v=2.1&it=r&id=GALE%7CA603153893&sid=googleScholar&linkaccess=abs","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":["7GIVL2ED","APQBZZDV","F9H2R7UQ","PR5BNKYQ","SZP4YW7P","WX4KMGDW"],"citedBy":[],"link":{"href":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=01552147&v=2.1&it=r&id=GALE%7CA603153893&sid=googleScholar&linkaccess=abs","label":"go.gale.com"}},{"key":"VCYH5R8M","type":"book","title":"Translation and Practice Theory","authors":[{"last":"Olohan","first":"Maeve"}],"editors":[],"year":"2020","date":"2020-00-00 2020","venue":"Routledge","volume":"","issue":"","pages":"","place":"London; New York","publisher":"Routledge","edition":"","doi":"","isbn":"978-1-138-20029-6","url":"","language":"","abstract":"\"Translation and Practice Theory is a timely and theoretically innovative study linking professional practice and translation theory, showing the usefulness of a practice-theoretical approach in addressing some of the challenges that the professional world of translation is currently facing, including, for example, the increasing deployment of machine translation. Focusing on the key aspects of translation practices, Olohan provides the reader with an in-depth understanding of how those practices are performed, as translators interact with people, technologies and other material resources in the translation workplace. The practice-theoretical perspective helps to describe and explain the socio-material complexities of present-day translation practice but also offers a productive approach for studies of translation and interpreting practices in other settings and periods. This first book-length exploration of translation through the lens of practice theory is key reading for advanced students and researchers of Translation Theory. It will also be of interest in the area of professional communication within Communication Studies and Applied Linguistics\"--","tags":["Social aspects","Translating and interpreting"],"cited":0,"hasFile":true,"checked":true,"added":"2020-10-22","prov":"document","printed":"","cites":["38TBQ9S6","3EB89L89","7ADE84ZG","CM5UDDDX","CQXMIQQW","NL9FJ9CX","R2BYTA27"],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9781138200296","label":"Open Library"}},{"key":"FXWU4ZMR","type":"journalArticle","title":"“Teacher, ¿Puedo Hablar en Espanol?” A Reflection on Plurilingualism and Translanguaging Practices in EFL/“Profe, ¿Puedo hablar en espanol?” Una reflexion sobre plurilinguismo y translinguacion en la ensenanza del ingles como lengua extranjera.","authors":[{"last":"Ortega","first":"Yecid"}],"editors":[],"year":"2019","date":"2019-07-01 2019/07/01","venue":"Revista PROFILE","volume":"21","issue":"2","pages":"155-171","place":"","publisher":"Universidad Nacional de Colombia","edition":"","doi":"10.15446/profile.v21n2.74091","isbn":"","url":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=16570790&v=2.1&it=r&id=GALE%7CA598303899&sid=googleScholar&linkaccess=abs","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["32JBRP2V","6IPNB475","8MUBE9VL","8SJ4UWPK","A4LE6JX6","APQBZZDV","B28HW3T2","CPYK44UV","IQCD8Y7L","JTKPPTBQ","L8DAV8AZ","P4UN2ZX7","QLV5GGH5","STTJVK5J","SZP4YW7P","SZS7KZUW","V9ZBBBWG","XKUIM7G8","XZ52KN3K"],"citedBy":["6CP5JNSZ","EHUYCSJC","HIUKBZ79","LPQURRBB","LS5EI9QZ","YTJ3WPM2"],"link":{"href":"https://doi.org/10.15446/profile.v21n2.74091","label":"doi.org"}},{"key":"LRDK6HC9","type":"thesis","title":"\"En Español es Distinto\": Translanguaging for Linguistic Awareness and Meaningful Engagement with Texts","authors":[{"last":"Ossa Parra","first":"Marcela"}],"editors":[],"year":"2018","date":"2018-00-00 2018","venue":"Boston College","volume":"","issue":"","pages":"","place":"Boston","publisher":"Boston College","edition":"","doi":"","isbn":"","url":"","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"document","printed":"","cites":["2J4N2HBP","2XRZ6PHE","32JBRP2V","3EB89L89","3JW85252","4MFR47TS","5F2VIUFC","5YC7FYX4","7VAXFX59","8MUBE9VL","8VY2V4H3","94HRUTE6","AGFSLU69","APQBZZDV","BGH26YPL","BIQAV8ZJ","BM83RPGZ","CDCADWHQ","CJ6CNAYL","DHMLPH6S","FWPWWKDW","GPD8NAG7","IL4HEAVY","IT8JQS5W","IZFZPFU5","J89ECYEA","J9SRYLHF","J9XT7QT9","KL9TGK9E","L8DAV8AZ","MASNR9AA","N4RHILLX","NCCJV6T2","NMGCDQ4A","P6X5DCID","PTKSUK27","QW9ZIUCU","RFRGJCMR","S8TGRDPA","SLCIRJH4","SQ4BY8F2","STTJVK5J","SZP4YW7P","THN8GG87","TQK4E8J5","V9ZBBBWG","XMJGD4BA","YLIN9J9D","ZHQQ6642"],"citedBy":[],"link":null},{"key":"WX4KMGDW","type":"journalArticle","title":"Clarifying Translanguaging and Deconstructing Named Languages: A Perspective from Linguistics","authors":[{"last":"Otheguy","first":"Ricardo"},{"last":"García","first":"Ofelia"},{"last":"Reid","first":"Wallis"}],"editors":[],"year":"2015","date":"2015-00-00 2015","venue":"Applied Linguistics Review","volume":"6","issue":"3","pages":"281-307","place":"","publisher":"","edition":"","doi":"10.1515/applirev-2015-0014","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/applirev-2015-0014/html","language":"","abstract":"Abstract\n            \n              The concept of\n              translanguaging\n              is clarified, establishing it as a particular conception of the mental grammars and linguistic practices of bilinguals. Translanguaging is different from\n              code switching\n              . Under translanguaging, the mental grammars of bilinguals are structured but unitary collections of features, and the practices of bilinguals are acts of feature selection, not of grammar switch. A proper understanding of translanguaging requires a return to the well known but often forgotten idea that named languages are social, not linguistic, objects. Whereas the idiolect of a particular individual is a linguistic object defined in terms of lexical and structural features, the named language of a nation or social group is not; its boundaries and membership\n              cannot\n              be established on the basis of lexical and structural features. The two named languages of the bilingual exist only in the outsider’s view. From the insider’s perspective of the speaker, there is only his or her full idiolect or repertoire, which belongs only to the speaker, not to any named language. Translanguaging is\n              the deployment of a speaker’s full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages\n              . In schools, the translanguaging of bilinguals tends to be severely restricted. In addition, schools confuse the assessment of general linguistic proficiency, which is best manifested in bilinguals while translanguaging, with the testing of proficiency in a named language, which insists on inhibiting translanguaging. The concept of translanguaging is 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.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"record","printed":"","cites":["2F9NYAVU","32JBRP2V","5X7HQKEF","6GYPPJRH","6IPNB475","8CAR8W94","8MUBE9VL","AGFSLU69","APQBZZDV","BP2LC8IN","FWPWWKDW","IT8JQS5W","JTKPPTBQ","L8DAV8AZ","MD6TYSJ6","RYGA9Q7L","SJ8XCBFP","STTJVK5J","SZP4YW7P","UV4BXHEX","V9ZBBBWG","W3AVGV26","XZ52KN3K"],"citedBy":["39G77H6D","3AYZB73Q","3H5HEYDC","6CP5JNSZ","6FMEZLMB","7KQ3YA6E","8P3JFMRZ","BIW2T525","BSUKJY3G","EHUYCSJC","F4U27E8B","HIUKBZ79","HJB7RNNX","HKMAGX8I","HQFR9JPG","I3XJ33BZ","IGFIVPGP","LS5EI9QZ","MMAGS46K","MZXWLSFT","RPZWWINA","RQL6E9LI","S4N58IIR","U2RPB87S","UCVERERJ","UHK3Z89M","WMRY9PIB","YTJ3WPM2","Z7G3375I","ZEUIJ42F","ZJ6YREQY"],"link":{"href":"https://doi.org/10.1515/applirev-2015-0014","label":"doi.org"}},{"key":"QKEW8S7I","type":"bookSection","title":"Metrolingualism","authors":[{"last":"Otsuji","first":"Emi"},{"last":"Pennycook","first":"Alastair"}],"editors":[{"last":"Aronoff","first":"Mark"}],"year":"","date":"","venue":"Oxford Research Encyclopedia of Linguistics","volume":"","issue":"","pages":"0","place":"","publisher":"Oxford University Press","edition":"","doi":"10.1093/acrefore/9780199384655.013.1027","isbn":"978-0-19-785146-3","url":"https://doi.org/10.1093/acrefore/9780199384655.013.1027","language":"","abstract":"Metrolingualism is a term used to describe relations between language and the city. By focusing on everyday, grassroots, multilingual language use in urban workplaces (rather than top-down approaches to ethnolinguistic groups), it explores the ways in which people from varied backgrounds engage in a range of interactions using multiple semiotic and linguistic resources come together at different times and places in the city. In line with other critical poststructuralist approaches to language, metrolingualism challenges common language ideologies around multilingualism, questioning enumerable and separable languages in favor of an understanding of repertoires and resources. The focus through linguistic ethnography on the dynamic integration of diverse linguistic and other semiotic resources in the city has led to an emphasis on spatial repertoires and semiotic assemblages to draw attention to the interactions among language, space, place, and objects as part of a critical sociolinguistics of diversity.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":["2MPHR5BU","3JW85252","4ZEQPV3D","5YC7FYX4","6GYPPJRH","6V3LICYP","7GIVL2ED","9C9ND67R","APQBZZDV","ASUSZYBY","CJ6CNAYL","CQXMIQQW","CXLH2P9A","GCVH48TY","GWJL7GP9","IL4HEAVY","J9UN5JTM","KVXZYFVL","M3FV3BSI","QNUBRZ3H","TAK6TC2Q","TDBLXPKV","THN8GG87","VNHW5GK2","VQF5JWXL","WPZQT5TR"],"citedBy":[],"link":{"href":"https://doi.org/10.1093/acrefore/9780199384655.013.1027","label":"doi.org"}},{"key":"3H5HEYDC","type":"book","title":"Inclusion, Education and Translanguaging: How to Promote Social Justice in (Teacher) Education?","authors":[{"last":"Panagiotopoulou","first":"Julie A."},{"last":"Rosen","first":"Lisa"},{"last":"Strzykala","first":"Jenna"}],"editors":[],"year":"2020","date":"2020-00-00 2020","venue":"Springer Fachmedien Wiesbaden","volume":"","issue":"","pages":"","place":"Wiesbaden","publisher":"Springer Fachmedien Wiesbaden","edition":"","doi":"10.1007/978-3-658-28128-1","isbn":"978-3-658-28127-4","url":"https://link.springer.com/10.1007/978-3-658-28128-1","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["25M4S24R","2ASZXNX2","2XRZ6PHE","3AYZB73Q","43C2C7LA","4HSW368I","59TKTXKM","5AC5J23X","5CIAB4TS","5F2VIUFC","5X7HQKEF","5YC7FYX4","62THCSPZ","6GYPPJRH","6IPNB475","6QX932AH","8UJYTP76","9C9ND67R","AC4U3BNY","AGFSLU69","APQBZZDV","AVPZDTE8","B3F8ZJZI","B7X6X3FC","BDMJXWPM","BGH26YPL","BHAB8GPK","C3368684","CDCADWHQ","CEP9GY8J","CJ6CNAYL","CPYK44UV","D46IPPTS","DMWU2GVJ","F4KQJU3Z","G4BXFPV3","GCQFRQZ2","GFCXWH6V","GWNV3KFY","HAGAHN6W","HQ4D47XC","HQFR9JPG","I7NXKYZK","IL4HEAVY","IQCD8Y7L","IT8JQS5W","J9SRYLHF","JSJNNQR7","JTKPPTBQ","L7IVHXYS","L8DAV8AZ","LW5R97YY","M82II4K6","NMGCDQ4A","PB3RPRFI","PGKXPFQ6","PR5BNKYQ","PTKSUK27","QNDG96SA","RKRTDP7D","RLVI5HH5","RYGA9Q7L","S4N58IIR","SBTJPHBV","SKJLMDDF","SLY9KTJ3","SQPC9Q6Q","STTJVK5J","SZP4YW7P","TB8EA3TY","THN8GG87","TTHPFIFC","U7KGZ5QZ","V722DMU4","V9V5XXXB","V9ZBBBWG","WVR52XTG","WX4KMGDW","X7B9HMRT","XKUIM7G8","YJHK624T","ZJ6YREQY"],"citedBy":["HIUKBZ79"],"link":{"href":"https://doi.org/10.1007/978-3-658-28128-1","label":"doi.org"}},{"key":"KW7MI6KY","type":"book","title":"New Perspectives on Translanguaging and Education","authors":[{"last":"Paulsrud","first":"BethAnne"},{"last":"Rosén","first":"Jenny"},{"last":"Straszer","first":"Boglárka"},{"last":"Wedin","first":"Åsa"}],"editors":[],"year":"2017","date":"2017-05-16 2017-05-16","venue":"Channel View Publications","volume":"","issue":"","pages":"","place":"","publisher":"Channel View Publications","edition":"","doi":"10.2307/jj.22730721","isbn":"978-1-78309-782-1","url":"http://www.jstor.org/stable/10.2307/jj.22730721","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["BSUKJY3G","EHUYCSJC","MMAGS46K","S4N58IIR"],"link":{"href":"https://doi.org/10.2307/jj.22730721","label":"doi.org"}},{"key":"D8CRMMLK","type":"book","title":"English-Medium Instruction and Translanguaging","authors":[{"last":"Paulsrud","first":"BethAnne"},{"last":"Tian","first":"Zhongfeng"},{"last":"Toth","first":"Jeanette"}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Bristol, UK ; Blue Ridge Summit","publisher":"Multilingual Matters","edition":"","doi":"","isbn":"978-1-78892-735-2","url":"","language":"","abstract":"\"This book offers a critical exploration of definitions, methodologies, and ideologies of English-medium instruction (EMI) and contributes to new understandings of translanguaging as theory and pedagogy across diverse contexts. It demonstrates the affordances and constraints that translanguaging processes present in relation to EMI classrooms\"--","tags":["English language","Study and teaching Foreign speakers","Translanguaging (Linguistics)","bilingualism"],"cited":0,"hasFile":false,"checked":true,"added":"2021-10-02","prov":"document","printed":"","cites":[],"citedBy":["EHUYCSJC","LS5EI9QZ"],"link":{"href":"https://openlibrary.org/isbn/9781788927352","label":"Open Library"}},{"key":"PVCNVDFG","type":"journalArticle","title":"Translation and Translanguaging: By Mike Baynham and Tong King Lee, Abington, Routledge, 2019, 199 Pp., £23.99 (paperback), Isbn 978-1-138-06704-2","authors":[{"last":"Penman","first":"Christine"}],"editors":[],"year":"2020","date":"2020-07-03 2020-07-03","venue":"Language and Intercultural Communication","volume":"20","issue":"4","pages":"390-392","place":"","publisher":"","edition":"","doi":"10.1080/14708477.2020.1766806","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/14708477.2020.1766806","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["36Z4BGGR","39G77H6D"],"citedBy":[],"link":{"href":"https://doi.org/10.1080/14708477.2020.1766806","label":"doi.org"}},{"key":"Q6GDRPSJ","type":"thesis","title":"Stories of Cuban-Americans Living and Learning Bilingually","authors":[{"last":"Perez","first":"Natasha"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"Michigan State University","volume":"","issue":"","pages":"","place":"","publisher":"Michigan State University","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-13","prov":"document","printed":"","cites":["28HUB5CF","3FLGPNB8","3KHM9EPB","5YC7FYX4","6IPNB475","8MUBE9VL","8XMWSQSH","AGFSLU69","BGH26YPL","DMWU2GVJ","E9SKJZTN","FQLZ3UC9","HJHZK763","IT8JQS5W","J9SRYLHF","JTKPPTBQ","L8DAV8AZ","LB2XYNBD","LW8ST37L","NCCJV6T2","NCLSUMTF","PR5BNKYQ","STTJVK5J","SZP4YW7P","U7KGZ5QZ","V9ZBBBWG","VTVKJCZA","VXBE9ZZ6","YJLPVDWH"],"citedBy":[],"link":null},{"key":"JS9DFKMQ","type":"bookSection","title":"Studying Families’ and Teachers’ Multilingual Practices and Ideologies in Kindergartens: A Nexus Analytic Approach","authors":[{"last":"Pesch","first":"Anja Maria"}],"editors":[{"last":"Ødegaard","first":"Elin Eriksen"},{"last":"Borgen","first":"Jorunn Spord"}],"year":"2021","date":"2021-00-00 2021","venue":"Childhood Cultures in Transformation","volume":"","issue":"","pages":"229-245","place":"","publisher":"Brill","edition":"","doi":"","isbn":"978-90-04-43368-7","url":"https://www.jstor.org/stable/10.1163/j.ctv1sr6k8f.19","language":"","abstract":"It is in the middle of the day at the Sunflower kindergarten when I talk to Helena about school and cooperation with parents. Helena is a kindergarten teacher and is responsible for the preschool club in the kindergarten. She tells me that there are parents who sit down with their children and train them to write the alphabet, and that she often tries to convince them that this is not necessary. Still, it does not seem as though they always listen to her. “And it is like this”, she says, “school is very important, kindergarten is not”. “Oh”, I ask,","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":["4HSW368I","7GWSA8XB","APQBZZDV","AVPZDTE8","RYGA9Q7L","UQPSZFLS","ZJ6YREQY"],"citedBy":[],"link":{"href":"https://www.jstor.org/stable/10.1163/j.ctv1sr6k8f.19","label":"jstor.org"}},{"key":"F4U27E8B","type":"journalArticle","title":"The Cherokee Nation Immersion School as a Translanguaging Space","authors":[{"last":"Peter","first":"Lizette"},{"last":"Hirata-Edds","first":"Tracy"},{"last":"Feeling","first":"Durbin"},{"last":"Kirk","first":"Wyman"},{"last":"Mackey","first":"Ryan \"Whade\""},{"last":"Duncan","first":"Philip T."}],"editors":[],"year":"2017","date":"2017-03-22 2017/03/22","venue":"Journal of American Indian Education","volume":"56","issue":"1","pages":"5-32","place":"","publisher":"University of Minnesota Press","edition":"","doi":"","isbn":"","url":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=00218731&v=2.1&it=r&id=GALE%7CA503273335&sid=googleScholar&linkaccess=abs","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":["2QGREG5J","8CAR8W94","AGFSLU69","APQBZZDV","BDMJXWPM","BM83RPGZ","G8CQJY54","HJB7RNNX","IT8JQS5W","J7D3SITN","KQFVMWQ2","NJAWL99S","NTN4X3QT","PS5CRVMQ","RR7BP2ZG","SZ7U866T","SZP4YW7P","W3AVGV26","W4VP9Z74","WX4KMGDW","YHKTEGJD","ZQWK68PW"],"citedBy":[],"link":{"href":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=00218731&v=2.1&it=r&id=GALE%7CA503273335&sid=googleScholar&linkaccess=abs","label":"go.gale.com"}},{"key":"RPZWWINA","type":"journalArticle","title":"The Role of Translanguaging in the Multilingual Turn: Driving Philosophical and Conceptual Renewal in Language Education","authors":[{"last":"Prada","first":"Josh"},{"last":"Turnbull","first":"Blake"}],"editors":[],"year":"2018","date":"2018-00-00 2018","venue":"EuroAmerican Journal of Applied Linguistics and Languages","volume":"5","issue":"2","pages":"8-23","place":"","publisher":"E-JournALL","edition":"","doi":"","isbn":"","url":"","language":"en_us","abstract":"EN The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings in traditional foreign and second language classroom practice. These changes promote the normalization of processes and practices characteristic of bi/multilingual speakers. This, in turn, has stimulated new ways of teaching and learning in the classroom. The goal of this article is twofold: first to chart the central developments that have led to the emergence of the multilingual turn thus far, and second to provide an account of how classroom translanguaging is fundamental to present and future developments. We present the conceptual framework undergirding the multilingual turn, before providing an overview of traditional tenets of foreign and second language education. We then examine translanguaging and its implications for language education, and end with a presentation of strategies that may facilitate the implementation of the multilingual turn in the additional language classroom.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-03","prov":"document","printed":"","cites":["25M4S24R","2BZJRQGT","4MFZU6JU","6FMEZLMB","6GMQ69KS","6GYPPJRH","7VAXFX59","8MUBE9VL","8SJ4UWPK","8VY2V4H3","AGFSLU69","APQBZZDV","B7X6X3FC","BGBGKDD3","CJ6CNAYL","CXLH2P9A","DR75KE69","DRRBZDY2","FCZAP5NP","IT8JQS5W","IZ9M54S5","J9SRYLHF","J9XT7QT9","JSJNNQR7","L8DAV8AZ","M82II4K6","MD6TYSJ6","NCCJV6T2","NJAWL99S","NTN4X3QT","P32483ZJ","R573KLWQ","S6IUEP8V","STTJVK5J","SZP4YW7P","TEXCEZ89","THN8GG87","V9ZBBBWG","W3AVGV26","WV9H7JB8","WVR52XTG","WX4KMGDW","XMJGD4BA","YJLPVDWH","YLIN9J9D","YRRT996Q","ZJ6YREQY"],"citedBy":["HIUKBZ79","LS5EI9QZ","WMRY9PIB","YTJ3WPM2"],"link":null},{"key":"FB79DUV9","type":"journalArticle","title":"“Le fransè ke chparl ègzist”: Translanguaging in the Work of Katalin Molnár","authors":[{"last":"Pshevorska","first":"Liana"}],"editors":[],"year":"2023","date":"2023-11-03 2023-11-03","venue":"Journal of Literary Multilingualism","volume":"1","issue":"2","pages":"263-289","place":"","publisher":"Brill","edition":"","doi":"10.1163/2667324x-20230208","isbn":"","url":"https://brill.com/view/journals/jlm/1/2/article-p263_8.xml","language":"en","abstract":"Abstract The works of Franco-Hungarian Katalin Molnár (1951–) stand in stark contrast to most modern-day translingual writing in France. Inspired by her avant-garde aesthetics and migration experience, Molnár radically defamiliarizes French through Hungarian syntax, phonetic orthography, and visual modalities. This article examines her work through the critical lens of translanguaging—a practice that draws on the speaker’s internal linguistic inventory without differentiating between external, socio-politically defined individual languages (Otheguy et al.). Through translanguaging, Molnár subverts a common translingual practice of thematizing a language-learning path into French. Instead of witnessing her linguistic journey from a safe distance, francophone readers are placed into a language experience of their own, which invites empathy and a change of perspective. Molnár’s visual and linguistic defamiliarization of French moves her texts beyond the dichotomous native/foreign paradigm, inducing readers to participate in the co-creation of a multimodal language that melds the author’s ethical and aesthetic concerns.","tags":["Molnár","liminality","multimodality","translanguaging","translingualism"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1163/2667324x-20230208","label":"doi.org"}},{"key":"GUGLE38P","type":"journalArticle","title":"Clinical handover in a bilingual setting: interpretative phenomenological analysis to exploring translanguaging practices for effective communication among hospital staff","authors":[{"last":"Pun","first":"Jack"}],"editors":[],"year":"2021","date":"2021-09-23 September 23, 2021","venue":"BMJ open","volume":"11","issue":"9","pages":"e046494","place":"","publisher":"BMJ Publishing Group Ltd","edition":"","doi":"10.1136/bmjopen-2020-046494","isbn":"","url":"https://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=34556505&site=ehost-live","language":"","abstract":"Objective: To explore the linguistic features of translanguaging in bilingual handover practices and elicit the views of hospital staff on factors that hinder or facilitate effective handover practice in a bilingual environment.; Methods: 78 hospital staff were recruited from hospital wards and emergency departments of two Hong Kong hospitals. They were interviewed to determine their perceptions of their handover communication in a bilingual context, and their responses were subjected to interpretative phenomenological analysis.; Results: Based on the staff interviews, three dimensions with potential applications to effective clinical handover are identified. A revised Identify, Situation, Background, Assessment and Recommendation protocol accounting for linguistic pluralism (i.e., the translanguaging process) is suggested to underpin the future research agenda around effective clinical communication in a bilingual context.; Conclusions: Research on handover communication in multilingual contexts is limited. This study outlines linguistic pluralism at the handover stage and details the complexity of handover communication for staff in a bilingual context. It urges for more research with a specific focus on identifying avoidable linguistic issues that emerge from the clinical context and developing a suitable protocol to standardise staff's translanguaging processes to ensure a safe and efficient handover process in a bilingual environment. (© Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)","tags":["health & safety","health services administration & management","protocols & guidelines","qualitative research","quality in health care"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-08","prov":"record","printed":"","cites":[],"citedBy":["LS5EI9QZ"],"link":{"href":"https://doi.org/10.1136/bmjopen-2020-046494","label":"doi.org"}},{"key":"MMAGS46K","type":"book","title":"Translanguaging in EFL Contexts: A Call for Change","authors":[{"last":"Rabbidge","first":"Michael"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"Routledge, Taylor & Francis Group","volume":"","issue":"","pages":"","place":"London ; New York","publisher":"Routledge, Taylor & Francis Group","edition":"","doi":"","isbn":"978-1-138-34313-9","url":"","language":"","abstract":"","tags":["English language","Korea (South)","Study and teaching","Study and teaching Korean speakers","Translanguaging (Linguistics)"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"document","printed":"","cites":["37LVTPMS","3EB89L89","3MTZRSC6","3X5NDUD5","4GXCFQFL","4JBFFEKV","4K56KHRS","4K6YYS37","56SFFIQC","5X7HQKEF","6GMQ69KS","6IPNB475","6V6DRBNB","75MI8VHK","8CAR8W94","8M2ZHMZP","8MUBE9VL","954H7GFE","9X3S47UH","A4LE6JX6","APQBZZDV","B7X6X3FC","BERC2744","BIQAV8ZJ","C7HLS5AK","CEP9GY8J","CJ6CNAYL","CM5UDDDX","CQXMIQQW","DR75KE69","E9SKJZTN","G8CQJY54","GMNJEZLV","HQFR9JPG","HX5KVLF6","HYYYRRX2","JJ5UH3JR","JSJNNQR7","JTKPPTBQ","JZRS23BG","KEKUYX2L","KW7MI6KY","L8DAV8AZ","LNKVBBTF","M82II4K6","Q82YKHNC","S6IUEP8V","STTJVK5J","THN8GG87","TTHPFIFC","U4DUU3DJ","U7KGZ5QZ","UASEQYWR","UIFNP9NU","V28IYCMC","V46GUR35","V9ZBBBWG","W4L3WD3X","WJW2B2PH","WLP7GTSW","WVR52XTG","WX4KMGDW","Y5YZAPVE","YRRT996Q","YUWHWBRU","YV55EQSW","ZJ6YREQY","ZQWK68PW"],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9781138343139","label":"Open Library"}},{"key":"GYHRBKKW","type":"bookSection","title":"Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices","authors":[{"last":"Ramafikeng","first":"Matumo C."}],"editors":[],"year":"2023","date":"2023-02-16 2023-02-16","venue":"Transforming Teaching and Learning Experiences for Helping Professions in Higher Education","volume":"","issue":"","pages":"194-210","place":"","publisher":"Brill","edition":"","doi":"10.1163/9789004540811_012","isbn":"978-90-04-54081-1","url":"https://brill.com/display/book/9789004540811/BP000024.xml","language":"en","abstract":"Abstract In practice learning, students are socialised into the occupational therapy practice discourse. The expectation is that, for successful attainment of learning outcomes, they must demonstrate mastery of literacy practices. However, these practices are often not explicitly articulated, and students are expected to decode curricular expectations, sometimes with limited knowledge of how. Students whose backgrounds are considerably different from the dominant discourse in higher education, often experience significant challenges in the process of gaining mastery of relevant literacy practices. These challenges threaten their ability to successfully attain education outcomes. This chapter draws on findings from a study that explored strategies used by African language speakers in the process of negotiating practice education in occupational therapy to explicate the literacy practices in occupational therapy practice education discourse. Findings from another study on translanguaging are drawn on to show an example of how a process of decoding an aspect of the literacy practices was facilitated. These practices include some actions, activities, knowledge and skills that are often not made explicit, even though they are key to successful attainment of learning outcomes. Identifying literacy practices is a useful step towards improving teaching and learning as curriculum requirements could be made explicit. This process is important for understanding requirements, both by educators and students. For educators, articulating practices could shed light on areas where students encounter challenges, therefore educators could develop appropriate strategies for intervention. This could improve the efficiency and effectiveness of intervention strategies aimed at improving student learning. Explicating requirements could enable equitable access to learning for all students regardless of background.","tags":["Education","General","Higher Education"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1163/9789004540811_012","label":"doi.org"}},{"key":"AXUXVNHY","type":"journalArticle","title":"On Transidentitying","authors":[{"last":"Richards","first":"Jack C."},{"last":"Wilson","first":"Owen"}],"editors":[],"year":"2019","date":"2019-04-00 April 2019","venue":"RELC Journal","volume":"50","issue":"1","pages":"179-187","place":"","publisher":"","edition":"","doi":"10.1177/0033688218824780","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=135722237&site=ehost-live","language":"","abstract":"The concepts of identity and translanguaging have been a focus of considerable theorizing and research in recent years, and have clarified important dimensions of how people interact in both monolingual and multilingual settings (Barkhuizen, 2016; Creese and Blackledge, 2015; Darvin and Norton, 2018; Otheguy et al., 2018). In this article we would like to extend the discussion of these two constructs through the notion of transidentitying. We use this term to refer to how different identities or identity characteristics are often created and negotiated within a single or series of related interactions. Our goal is to explore whether this is a useful new concept and to seek to identify the features of transidentitying. First, we provide a brief overview of current conceptions of identity and translanguaging and then present our understanding of transidentitying, to suggest when, why, and how it takes place, and to describe the role sociocultural and other factors play in initiating or necessitating a change of identity within an interaction. We will also suggest that transidentitying is a common feature of normal social interaction as well as teacher behaviour.","tags":["Interactional discourse","MONOLINGUALISM","SOCIOCULTURAL factors","Sociolinguistics","bilingualism","communication","identity","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"record","printed":"","cites":[],"citedBy":["AVZKGGLG"],"link":{"href":"https://doi.org/10.1177/0033688218824780","label":"doi.org"}},{"key":"YGNJR7WI","type":"journalArticle","title":"Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom /Percepciones del translenguaje segun los estudiantes de la Universidad de Puerto Rico: un estudio de caso.","authors":[{"last":"Rivera","first":"Adrian J."},{"last":"Mazak","first":"Catherine M."}],"editors":[],"year":"2017","date":"2017-01-01 2017/01/01","venue":"HOW - A Colombian Journal for Teachers of English","volume":"24","issue":"1","pages":"122-139","place":"","publisher":"Asociacion Colombiana de Profesores de Ingles (ASOCOPI)","edition":"","doi":"10.19183/how.24.1.312","isbn":"","url":"https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=01205927&v=2.1&it=r&id=GALE%7CA666098081&sid=googleScholar&linkaccess=abs","language":"english","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"record","printed":"","cites":["APQBZZDV","DTGFIBYD","FWPWWKDW","J9SRYLHF","STTJVK5J","V9ZBBBWG"],"citedBy":["RCZDTX8S"],"link":{"href":"https://doi.org/10.19183/how.24.1.312","label":"doi.org"}},{"key":"U2MZZYMC","type":"journalArticle","title":"Shifting Ground: Exploring the Backdrop to Translating and Interpreting","authors":[{"last":"Rock","first":"Frances"}],"editors":[],"year":"2017","date":"2017-04-03 April 3, 2017","venue":"The Translator","volume":"23","issue":"2","pages":"217-236","place":"","publisher":"Routledge","edition":"","doi":"10.1080/13556509.2017.1321977","isbn":"","url":"https://doi.org/10.1080/13556509.2017.1321977","language":"","abstract":"Previous scholarship has assumed a monolingual norm. This norm has been noted across disciplines and societies, where it demands assimilation and language shift. However, socially responsible language scholars have increasingly rejected this norm in favour of renewed interest in language contact, and associated complexity. Many social institutions in which interpreters and translators work in modernist nation states view languages as separate, separable units which come into contact in highly regularised ways and can therefore be highly regulated. I argue instead that a renewed focus on ethics in the study and practice of translation and interpreting involves recognising forms of communication which are increasingly common and diversified due to superdiversity.This paper describes an investigation into multilingual language practices in four changing UK cities, using Linguistic Ethnography. The study’s own approach to ethical practice is first evaluated. I then ask how increased study of multilingualism can contribute to interpreters’ and translators’ work and how this work fits with contemporary patterns of language use, drawing on distinctions between the ethical and moral. I suggest that, whilst translating and interpreting can offer an ethicised approach to language contact, a truly moral approach may require rich understands of contemporary superdiverse societies.","tags":["Interpreting","Law","Linguistic ethnography","shops","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["3HS2YP7F","8KVRK46N","8XMWSQSH","APQBZZDV","ATQJHL5S","CWX964GH","DMWU2GVJ","DR8LZRRG","EF3YZT8E","FXU5ITQR","L8DAV8AZ","QLGRIVEH","UVD6W7DY","Y5YZAPVE"],"citedBy":[],"link":{"href":"https://doi.org/10.1080/13556509.2017.1321977","label":"doi.org"}},{"key":"ZEMQR5GJ","type":"journalArticle","title":"Sacred language acquisition in superdiverse contexts","authors":[{"last":"Rosowsky","first":"Andrey"}],"editors":[],"year":"2019","date":"2019-10-00 10/2019","venue":"Linguistics and Education","volume":"53","issue":"","pages":"100751","place":"","publisher":"","edition":"","doi":"10.1016/j.linged.2019.100751","isbn":"","url":"https://linkinghub.elsevier.com/retrieve/pii/S0898589818304662","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2022-02-28","prov":"record","printed":"","cites":["5YC7FYX4","6GYPPJRH","7XTXBX5M","9PVF97GN","A4LE6JX6","APQBZZDV","CXLH2P9A","DMWU2GVJ","JL6LGG5J","NJAWL99S","RYGA9Q7L"],"citedBy":[],"link":{"href":"https://doi.org/10.1016/j.linged.2019.100751","label":"doi.org"}},{"key":"VBV42DWA","type":"journalArticle","title":"Border Crossing Through Translanguaging","authors":[{"last":"Rueter Veiga","first":"Josefina"}],"editors":[],"year":"2020","date":"2020-03-01 2020-03-01","venue":"Cultural Studies of Science Education","volume":"15","issue":"1","pages":"27-30","place":"","publisher":"","edition":"","doi":"10.1007/s11422-019-09950-x","isbn":"","url":"https://doi.org/10.1007/s11422-019-09950-x","language":"en","abstract":"This article is a response to Annika Karlsson, Pia Nygård Larsson, and Anders Jakobsson’s “The continuity of learning in a translanguaging science classroom”. I consider the parallels between the practice of translanguaging and border crossing, and how the research related to border crossing might inform translanguaging. In conclusion, I suggest drawing upon other theoretical frameworks related to border crossing in order to more broadly conceptualize and analyse translanguaging science classrooms.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"record","printed":"","cites":["HQFR9JPG"],"citedBy":[],"link":{"href":"https://doi.org/10.1007/s11422-019-09950-x","label":"doi.org"}},{"key":"DTBNVMI7","type":"encyclopediaArticle","title":"Translanguaging","authors":[{"last":"Ríos","first":"Cati V. de los"},{"last":"Seltzer","first":"Kate"}],"editors":[],"year":"","date":"","venue":"Brill's Encyclopedia of Critical Understanding in Education","volume":"","issue":"","pages":"","place":"","publisher":"Brill","edition":"","doi":"10.1163/2949-7299_ECUE_COM_06036","isbn":"","url":"https://referenceworks.brill.com/display/entries/ECUE/COM-06036.xml","language":"en","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1163/2949-7299_ECUE_COM_06036","label":"doi.org"}},{"key":"NTB7SU4A","type":"journalArticle","title":"Translanguaging identities, ideologies, and pedagogy among ELT trainees in Spain","authors":[{"last":"Sabaté-Dalmau","first":"Maria"},{"last":"Pineda Hernández","first":"Inmaculada"},{"last":"Diert-Boté","first":"Irati"},{"last":"Irun","first":"Montse"}],"editors":[],"year":"2026","date":"2026-09-12 2026-09-12","venue":"ELT Journal","volume":"","issue":"","pages":"ccag043","place":"","publisher":"","edition":"","doi":"10.1093/elt/ccag043","isbn":"","url":"https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccag043/8792974","language":"en","abstract":"Abstract\n            This article examines the linguistic identities, ideologies, and attitudes of pre-service ELT practitioners from an English as a Lingua Franca (ELF) perspective regarding translanguaging. We track students’ identity and attitudinal changes across the official 4-year BA in English Studies (ES) in two ELF settings: a Catalan bilingual and a Spanish monolingual university. Our mixed-methods approach includes the analysis of surveys (n = 319) and interviews (n = 12). The results suggest that 1st/2nd-year students show disengagement with translanguaging and hold monolingual attitudes toward languages whose mixing is inappropriate. 3rd/4th-year students seem to have gained some multilingual competence, displaying increased metalinguistic awareness of their linguistic repertoires, and welcoming some limited Pedagogical Translanguaging. This contributes to tracing the evolution of ideologies that range from NS-oriented beliefs to more ELF-aware attitudes, suggesting the need for a shift from prescriptivist approaches toward a critical focus on ELF Pedagogy (ELFP) in Higher Education and teacher training.","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1093/elt/ccag043","label":"doi.org"}},{"key":"VCQDC8X5","type":"book","title":"Languaging without Languages: Beyond Metro-, Multi-, Poly-, Pluri- and Translanguaging","authors":[{"last":"Sabino","first":"Robin"}],"editors":[],"year":"2018","date":"2018-00-00 2018","venue":"Brill","volume":"","issue":"","pages":"","place":"Leiden; Boston","publisher":"Brill","edition":"","doi":"","isbn":"978-90-04-36459-2","url":"","language":"","abstract":"","tags":["Linguistics","Philosophy","Sociolinguistics"],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"document","printed":"","cites":["2BZJRQGT","2MPHR5BU","59TKTXKM","6GYPPJRH","6IPNB475","9425KRVM","9ST4C5DS","A982Z4P4","AMXQCVSI","APQBZZDV","BM83RPGZ","BP2LC8IN","C4FAWM6G","CM5UDDDX","CMDHQH5G","CQXMIQQW","CWX964GH","DAPKDEXE","EF3YZT8E","FWKPX74V","GCVH48TY","HUSHI2W4","J9UN5JTM","JL6LGG5J","JTKPPTBQ","KJFU6SCU","LB2XYNBD","LJWBWC7X","LNKVBBTF","MVZ4XV9V","P5ESHS65","SERV4FXB","SQPC9Q6Q","UQPSZFLS","V9V5XXXB","VNHW5GK2","WV9H7JB8","XZ52KN3K","Y5YZAPVE"],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9789004364592","label":"Open Library"}},{"key":"64SY3D7J","type":"journalArticle","title":"Negotiating In-Group and Out-Group Identities through Translanguaging in English Area Communities: Menegosiasikan Identitas Kelompok Dalam dan Kelompok Luar Melalui Translanguaging di Komunitas Berbahasa Inggris","authors":[{"last":"Saini","first":"Fadhlan"},{"last":"Nitiasih","first":"Putu Kerti"},{"last":"Ratminingsih","first":"Ni Made"},{"last":"Suwastini","first":"Ni Komang Arie"}],"editors":[],"year":"2026","date":"2026-04-15 2026-04-15","venue":"ELOQUENCE : Journal of Foreign Language","volume":"5","issue":"1","pages":"82-94","place":"","publisher":"","edition":"","doi":"10.58194/eloquence.v5i1.3412","isbn":"","url":"https://ejournal.iaingorontalo.ac.id/index.php/ELOQUENCE/article/view/3412","language":"en","abstract":"Background: Along with the development of sociolinguistic studies and language education, the orientation of research and learning practices is shifting from a monolingual approach to a more inclusive multilingual framework. In this context, translanguaging is seen as a communicative practice that allows individuals to use the entirety of their linguistic resources dynamically to build meaning, form identity, and establish social relationships.\nPurpose: This study aims to explore the practice of translanguaging within English Area communities that function as Community of Practice (CoP), focusing on the role of such practices in strengthening social cohesion as well as in the identity negotiation process between core members and outsiders of the community.\nMethod: This research applies ethnographic case study approach. Data collection was conducted through participatory observation, semi-structured interviews, and review of community documents involving various actors, ranging from core administrators, active members, new members, former members, to external observers. Data analysis was conducted using Thematic Analysis to reveal patterns of language use, linguistic norms that develop, and the dynamics of social identity formation in the community.\nResults and Discussion: Research findings show that the English Area acts as a community of practice that supports the collaborative and sustainable English learning process. The practice of translanguaging not only serves as a pedagogical strategy to facilitate the understanding of the material, but also as an effective strategy that contributes to decreasing language anxiety and increasing member engagement. The use of language in the community is flexible and situational, where English is applied in accordance with the goals of the activity and the level of readiness of the participants. Although the ability to speak English serves as a symbol of membership, the application of language flexibility actually strengthens the sense of community and reduces the potential for social exclusion.\nConclusions and Implications: This study confirms that translanguaging plays an important role in language learning, identity formation, and the sustainability of communities of practice, and has implications for the development of more inclusive and contextual English learning practices.","tags":["Community of Practice","Social Identity","Translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.58194/eloquence.v5i1.3412","label":"doi.org"}},{"key":"TUUY6WP3","type":"journalArticle","title":"Translanguaging Sequel: Origin-Based Lexical Varieties and Their Implications for Translation","authors":[{"last":"Sato","first":"Eriko"}],"editors":[],"year":"2021","date":"2021-09-08 2021-9-8","venue":"Translation and Translanguaging in Multilingual Contexts","volume":"7","issue":"2","pages":"177-199","place":"","publisher":"","edition":"","doi":"10.1075/ttmc.00069.sat","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/ttmc.00069.sat","language":"en","abstract":"Abstract\n            \n              The paper examines the products of interlingual and intralingual translanguaging and qualitatively analyzes three origin-based lexical varieties in Japanese,\n              wago\n              (native Japanese words),\n              kango\n              (Sino-Japanese words), and\n              gairaigo\n              (foreign loanwords other than\n              kango\n              ) in terms of how they have been complementing, competing against, or being in conflict with each other, how they engage word-formation processes as deep as morpheme-levels, and how they are perceived and manipulated by language users, including translators. This study shows that translanguaging has been practiced recursively and multi-directionally over a long period of time, yielding the phenomenon ‘translanguaging sequel’. The qualitative study of a Japanese translation of a Korean poem reveals a translator’s ideology-driven translanguaging practice that crosses not only interlingual but also intralingual boundaries, causing an international socio-political dispute. This study supports the view that translanguaging has been shaping and reshaping the norms of languages and language use. It also suggests the benefits of analyzing the products and traces of translanguaging in translated texts as well as the process of translanguaging during translation activities that can be promoted and implemented in language classrooms.","tags":["seminal"],"cited":0,"hasFile":false,"checked":true,"added":"2021-10-02","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1075/ttmc.00069.sat","label":"doi.org"}},{"key":"FHF4ZFAX","type":"book","title":"Translanguaging in Translation: Invisible Contributions that Shape Our Language and Society","authors":[{"last":"Sato","first":"Eriko"}],"editors":[],"year":"2022","date":"2022-03-28 2022-03-28","venue":"Channel View Publications","volume":"","issue":"","pages":"","place":"","publisher":"Channel View Publications","edition":"","doi":"","isbn":"978-1-80041-495-2","url":"","language":"en","abstract":"This book brings applied linguistics and translation studies together through an analysis of literary texts in Chinese, Hindi, Japanese and Korean and their translations. It examines the traces of translanguaging in translated texts with special focus on the strategic use of scripts, morphemes, words, names, onomatopoeias, metaphors, puns and other contextualized linguistic elements. As a result, the author draws attention to the long-term, often invisible contributions of translanguaging performed by translators to the development of languages and society. The analysis sheds light on the problems caused by monolingualizing forces in translation, teaching and communicative contexts in modern societies, as well as bringing a new dimension to the burgeoning field of translanguaging studies.","tags":["Language Arts & Disciplines / Linguistics / General","Language Arts & Disciplines / Linguistics / Sociolinguistics","Language Arts & Disciplines / Translating & Interpreting"],"cited":0,"hasFile":true,"checked":true,"added":"2022-05-31","prov":"document","printed":"","cites":[],"citedBy":["LS5EI9QZ"],"link":{"href":"https://openlibrary.org/isbn/9781800414952","label":"Open Library"}},{"key":"BW99NC43","type":"report","title":"Translanguaging in the Contact Zone: Language Use in Superdiverse Urban Areas","authors":[{"last":"Simpson","first":"James"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"","volume":"","issue":"","pages":"1-21","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"http://www.birmingham.ac.uk/generic/tlang/","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"document","printed":"","cites":["2R5BSZNP","3HS2YP7F","5X7HQKEF","6GYPPJRH","95MV39GK","9TF6GKCU","APQBZZDV","CLBUDX5J","CWX964GH","J9SRYLHF","JSJNNQR7","L8DAV8AZ","M3FV3BSI","M82II4K6","R573KLWQ","RYGA9Q7L","VXBE9ZZ6","WVR52XTG"],"citedBy":["BSUKJY3G"],"link":{"href":"http://www.birmingham.ac.uk/generic/tlang/","label":"birmingham.ac.uk"}},{"key":"L4EYHHCN","type":"journalArticle","title":"Translanguaging: A Pedagogical Concept That Went Wandering","authors":[{"last":"Singleton","first":"David"},{"last":"Flynn","first":"Colin J."}],"editors":[],"year":"2022","date":"2022-04-03 2022-04-03","venue":"International Multilingual Research Journal","volume":"16","issue":"2","pages":"136-147","place":"","publisher":"Routledge","edition":"","doi":"10.1080/19313152.2021.1985692","isbn":"","url":"https://doi.org/10.1080/19313152.2021.1985692","language":"","abstract":"The term translanguaging goes back more than a quarter-century, originating in the domain of the teaching of Welsh, but it has over the years developed a wide variety of usages. While translanguaging is claimed to have advantages over other language education models, many of its new interpretations, which take it some distance from its original pedagogical sense, are seen by some as problematic. The new conceptualizations go beyond the pedagogical practice of drawing on multiple language varieties in order to facilitate learning; they, indeed, often extend to general, overarching accounts of language deployment among multilinguals, which sometimes do not differentiate between individual language competencies. Proponents of translanguaging in its more traditional sense point to pedagogical advantages and opportunities it presents in the (language) classroom. Even in this context, however, there is debate about the appropriateness of utilizing translanguaging in, for example, minority language maintenance contexts. In this article, we explore the variety of uses of the term translanguaging and the attendant claims attached to them. Our conclusion is that the critical factor in the capacity of the term to retain coherence and intelligibility is the maintenance of constant awareness of and attention to the perspective in which it is applied.","tags":["bilingual education","new conceptualizations","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-11","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1080/19313152.2021.1985692","label":"doi.org"}},{"key":"LY2RKUPD","type":"book","title":"Bilingualism or Not: The Education of Minorities","authors":[{"last":"Skutnabb-Kangas","first":"Tove"}],"editors":[],"year":"2007","date":"2007-00-00 2007","venue":"Orient Longman","volume":"","issue":"","pages":"","place":"New Delhi","publisher":"Orient Longman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["IZ9M54S5"],"link":null},{"key":"5V499XZJ","type":"book","title":"Linguistic Genocide in Education, or Worldwide Diversity and Human Rights?","authors":[{"last":"Skutnabb-Kangas","first":"Tove"}],"editors":[],"year":"2008","date":"2008-00-00 2008","venue":"Orient Longman","volume":"","issue":"","pages":"","place":"New Delhi","publisher":"Orient Longman","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["IZ9M54S5"],"link":null},{"key":"IZ9M54S5","type":"book","title":"Social Justice through Multilingual Education","authors":[{"last":"Skutnabb-Kangas","first":"Tove"},{"last":"Phillipson","first":"Robert"},{"last":"Mohanty","first":"Ajit K."},{"last":"Panda","first":"Minati"}],"editors":[],"year":"2009","date":"2009-00-00 2009","venue":"Multilingual Matters","volume":"","issue":"","pages":"","place":"Bristol","publisher":"Multilingual Matters","edition":"","doi":"10.21832/9781847691910","isbn":"978-1-84769-191-0","url":"https://www.degruyter.com/document/doi/10.21832/9781847691910/html","language":"en","abstract":"Most Indigenous and minority children are not provided with multilingual education, which would enable them to succeed both in school and in society. In this important book, experts from around the world show how multilingual education can be provided, and what it can achieve.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-13","prov":"record","printed":"","cites":["2S8N54PM","34TFRXFE","3IK93XEB","3KHM9EPB","3QZ958GQ","4HSW368I","4MFZU6JU","4ZEQPV3D","56SFFIQC","5TIJE3RG","5V499XZJ","5ZWVWV4S","627PVP4T","698R4L53","6AZHHSTG","6GYPPJRH","6H7DFUIH","79CJPVKK","7FH5LE4S","7UPI5S69","7XTXBX5M","8EYZJSKU","8FQYYBIH","8LK8PI57","8M2ZHMZP","8UL6LS2S","954H7GFE","9VBQFPME","B7X6X3FC","BERC2744","BGBGKDD3","BIQAV8ZJ","BM9KVBY6","C34GCQTN","C4FAWM6G","CPYK44UV","DAPKDEXE","E6KNXRII","EM7ZU7TA","ENN7D45V","FPEMIACY","G4BXFPV3","GZQU5JIJ","HFGX9UT4","HX5KVLF6","HZCPRJAW","IC2CDCXQ","J5J68G5K","JSEKK98Q","KSYEWU6J","KT2YXX4Y","KTLD665D","LY2RKUPD","M2ISXA67","NCNSNP4V","NJAWL99S","NNCWAAZ8","NYF6VR4R","PAVRTRKC","Q2GJB5J6","QLV5GGH5","RJZKNIA3","RR7BP2ZG","SLRDVVNG","SZS7KZUW","T68M5CKR","TJQT3JR3","UFIV4BXC","V9V5XXXB","W3MQKFFD","WHUBYWF2","X7B9HMRT","XJYLJ2YT","XUF8SZ7Z","XXIACBRZ","Y5YZAPVE","YJLPVDWH","YLM5U2SZ","YUWHWBRU","ZK3A23MF","ZSJ9SQGL"],"citedBy":["RPZWWINA"],"link":{"href":"https://doi.org/10.21832/9781847691910","label":"doi.org"}},{"key":"PW3VP3RC","type":"thesis","title":"Negotiating Classroom Linguistic Diversity: A Study of Teaching-Learning Strategies in Multilingual Classroom in Delhi","authors":[{"last":"Son","first":"Sangsok"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Jawaharlal Nehru University","volume":"","issue":"","pages":"","place":"","publisher":"Jawaharlal Nehru University","edition":"","doi":"","isbn":"","url":"https://www.sil.org/resources/archives/83347","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"document","printed":"","cites":[],"citedBy":["PQLMYGBQ"],"link":{"href":"https://www.sil.org/resources/archives/83347","label":"sil.org"}},{"key":"KJBA6ZJ5","type":"thesis","title":"Negotiating Classroom Linguistic Diversity: A Study of Teaching-Learning Strategies in Multilingual Classrooms in Delhi","authors":[{"last":"Son","first":"Sangsok"}],"editors":[],"year":"2016","date":"2016-00-00 2016","venue":"Jawaharlal Nehru University","volume":"","issue":"","pages":"","place":"","publisher":"Jawaharlal Nehru University","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["PQLMYGBQ"],"link":null},{"key":"RVQGQYW2","type":"bookSection","title":"Translanguaging, Identity, and Education in Our Multilingual World","authors":[{"last":"Son","first":"Sangsok"}],"editors":[{"last":"Simons","first":"Gary F."},{"last":"Quakenbush","first":"J. Stephen"}],"year":"2019","date":"2019-00-00 2019","venue":"Language and Identity in a Multilingual, Migrating World","volume":"","issue":"","pages":"","place":"Dallas, TX","publisher":"SIL International","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"Issues of language and identity can make or break any kind of development project—in large part because they determine the degree of access to new information, ideas and behavior, but also because they influence a community’s willingness and desire to make any kind of change in the first place. Failure to take these concepts into account can result in irrelevant projects, unused products, programs without impact, and lost opportunities. But the relationship between language and identity is complex and varied—and even more so in a highly multilingual, massively migrating world.\n\nThese are the issues that were addressed in the Pike Center symposium on the theme of Language and Identity in a Multilingual, Migrating World. The symposium was held 10–15 May 2018 in Penang, Malaysia. This volume contains the full text of the papers that were presented at the symposium.","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2021-04-28","prov":"document","printed":"","cites":[],"citedBy":[],"link":null},{"key":"GZNRQH5E","type":"bookSection","title":"Translanguaging, Identity, and Education in Our Multilingual World","authors":[{"last":"Son","first":"Sangsok"}],"editors":[{"last":"Quakenbush","first":"J. Stephen"},{"last":"Simons","first":"Gary F."}],"year":"2019","date":"2019-00-00 2019","venue":"Language and Identity in a Multilingual, Migrating World","volume":"","issue":"","pages":"123-142","place":"","publisher":"Pike Center for Integrative Scholarship","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":null},{"key":"SYBMLUHF","type":"presentation","title":"Translanguaging Pedagogy for Multilingual Students","authors":[{"last":"Son","first":"Sangsok"}],"editors":[],"year":"2019","date":"2019-00-00 2019","venue":"","volume":"","issue":"","pages":"","place":"Chiang Mai, Thailand","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":null},{"key":"DQ88HDRW","type":"report","title":"Translanguaging Pedagogy Teacher Training Workshop Report","authors":[{"last":"Son","first":"Sangsok"}],"editors":[],"year":"2020","date":"2020-00-00 2020","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":null},{"key":"75X752FI","type":"report","title":"Report of First On-Site Coaching for Teachers","authors":[{"last":"Son","first":"Sangsok"}],"editors":[],"year":"2020","date":"2020-00-00 2020","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":null},{"key":"GFLVPJVZ","type":"bookSection","title":"Translanguaging Pedagogy for Migrant Multilingual Students from Ethnolinguistic Minority Communities","authors":[{"last":"Son","first":"Sangsok"}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"Migration and Mission","volume":"","issue":"","pages":"771-805","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"document","printed":"","cites":[],"citedBy":[],"link":null},{"key":"BC2IEJJR","type":"bookSection","title":"Spinning the Top: Translanguaging Education for Human Flourishing of Linguistic Minority Students","authors":[{"last":"Son","first":"Sangsok"}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"Exploring Language and Human Flourishing","volume":"","issue":"","pages":"155-173","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"document","printed":"","cites":[],"citedBy":[],"link":null},{"key":"QIQJGNHF","type":"conferencePaper","title":"Spinning the Top: Translanguaging Pedagogy for Just Education for Students from Minority Language Groups in Northern Thailand","authors":[{"last":"Son","first":"Sangsok"},{"last":"Kim","first":"M."}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"The Inclusion, Mobility and Multilingual Education Conference","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"document","printed":"","cites":[],"citedBy":[],"link":null},{"key":"Y2ZG3UQ6","type":"report","title":"Report of Research on Teachers’ Stance and Performance: Translanguaging Pedagogy","authors":[{"last":"Son","first":"Sangsok"},{"last":"Tienmee","first":"Wanna"},{"last":"Tannumsaeng","first":"Natthida"}],"editors":[],"year":"2021","date":"2021-00-00 2021","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":false,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":[],"link":null},{"key":"BGU3T2CF","type":"journalArticle","title":"The Greek in Daniel 3: Code-Switching, Not Loanwords","authors":[{"last":"Suchard","first":"Benjamin D."}],"editors":[],"year":"2022","date":"2022-03-01 2022/03/01","venue":"Journal of Biblical Literature","volume":"141","issue":"1","pages":"121-136","place":"","publisher":"Duke University Press","edition":"","doi":"10.15699/jbl.1411.2022.7","isbn":"","url":"https://scholarlypublishingcollective.org/sblpress/jbl/article/141/1/121/297646/The-Greek-in-Daniel-3-Code-Switching-Not-Loanwords","language":"en","abstract":"Abstract. The presence of words deriving from Greek κιθάρα (“cithara”), σαμβύκη (“sambuca”), ψαλτήριον (“psaltery”), and συμϕωνία (“symphonia”) in Dan 3 has long been taken as damning evidence against the traditional sixth-century BCE date of composition for the book of Daniel. For the past fifty years, however, scholars have increasingly argued that Greek loanwords could have occurred in sixth-century Aramaic. In this article, I challenge the underlying assumption that the Greek words in Dan 3 result from lexical borrowing. They are characterized by a lack of phonological and morphological integration. This suggests that they are not established loanwords but instances of code-switching: Greek linguistic material was inserted into an Aramaic framework by a multilingual author, writing for an audience that was similarly multilingual. As widespread proficiency in Greek is not known to have occurred in the Near East before the Macedonian conquests of the 330s, the identification of these words as code switches thus limits their use in Dan 3 to the Hellenistic period and strongly suggests that they were used for literary effect: together with the lack of Greek code-switching elsewhere in the chapter, they highlight the transience of worldly empires. The phonology of the Greek underlying these code-switches as revealed by the use of matres lectionis, moreover, points to a terminus post quem of ca. 200 BCE, later than the story collection of Dan 2–6 is usually held to have been put together.","tags":["translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2022-04-06","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.15699/jbl.1411.2022.7","label":"doi.org"}},{"key":"UBTZRQNX","type":"webpage","title":"Scaffolding Learning Through Classroom Talk","authors":[{"last":"Swanwick","first":"Ruth"}],"editors":[],"year":"2015","date":"2015-12-01 2015/12/01","venue":"The Oxford Handbook of Deaf Studies in Language","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"10.1093/oxfordhb/9780190241414.013.28","isbn":"","url":"https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780190241414.001.0001/oxfordhb-9780190241414-e-28","language":"en","abstract":"\"Scaffolding Learning Through Classroom Talk\" published on  by Oxford University Press.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1093/oxfordhb/9780190241414.013.28","label":"doi.org"}},{"key":"HKMAGX8I","type":"journalArticle","title":"Diller Ötesilik ve İlişkili Kavramlar Üzerine Bir Tartışma","authors":[{"last":"Süverdem","first":"Fatma Büşra"}],"editors":[],"year":"2026","date":"2026-06-29 2026-06-29","venue":"Dilbilim Araştırmaları Dergisi","volume":"37","issue":"1","pages":"125-155","place":"","publisher":"Dilbilim Derneği","edition":"","doi":"10.18492/dad.1716289","isbn":"","url":"http://dergipark.org.tr/tr/pub/dad/article/1716289","language":"tr","abstract":"Translanguaging kavramı, ilk olarak Galce-İngilizce iki dilli eğitim ortamında ortaya atılmış, zaman içinde diğer alanlarda da kullanılmaya başlanmıştır. Bu kavram, çok dilli bireylerin dil dağarcıklarında bulunan tüm dilleri anlam oluşturma sürecinde bütüncül ve esnek bir biçimde, diller arasında keskin sınırlar olmadan kullanmalarını tanımlamaktadır. Uluslararası alan yazınında yaygınlaşan translanguaging kavramı, son yıllarda Türkçe alan yazınında da farklı terimlerle karşılanmaya başlamıştır. Bu çalışmada söz konusu kavram için önerilen ve sistematik derleme yöntemiyle erişilen farklı Türkçe çeviriler kavramsal ve terminolojik açıdan değerlendirilecektir. Çalışmanın amacı translanguaging kavramının Türkçe karşılığı olarak “diller ötesilik” teriminin Türkçe alan yazınında yerleşmesini destekleyerek bu alanda yapılan kuramsal çalışmalara katkıda bulunmaktır.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["36Z4BGGR","39G77H6D","5EQFFIXQ","8CAR8W94","BIW2T525","CJ6CNAYL","CPYK44UV","FCRLMPF9","GWS94WX9","J9SRYLHF","JSJNNQR7","L5YXSDVU","L8DAV8AZ","M82II4K6","MA6593E8","MTTSLYNG","RYGA9Q7L","THN8GG87","W3AVGV26","WVR52XTG","WX4KMGDW","YT3QJNAW"],"citedBy":[],"link":{"href":"https://doi.org/10.18492/dad.1716289","label":"doi.org"}},{"key":"YTJ3WPM2","type":"book","title":"Developing Translanguaging Repertoires in Critical Teacher Education","authors":[{"last":"Tian","first":"Zhongfeng"},{"last":"King","first":"Nicole"}],"editors":[],"year":"2023","date":"2023-00-00 2023","venue":"De Gruyter Mouton","volume":"","issue":"","pages":"","place":"Berlin ; Boston","publisher":"De Gruyter Mouton","edition":"","doi":"","isbn":"978-3-11-073918-3","url":"","language":"","abstract":"This volume explores the emergent process of developing translanguaging repertoires among teacher educators, pre- and in-service teachers in different U.S. teacher education contexts. Its empirically based chapters adopt various qualitative methods to unpack the opportunities and challenges and provide implications for critical teacher education. It will be of interest to researchers and teachers in bilingual education, TESOL and social justice","tags":["Critical pedagogy","Education, Bilingual","Enseignants","Formation","Pédagogie critique","Study and teaching","Teachers","Training of","Translanguaging","Translanguaging (Linguistics)","United States","États-Unis"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"document","printed":"","cites":["3JW85252","5X7HQKEF","62MHXFDR","6CP5JNSZ","6GYPPJRH","8G3S7C3A","8V939F45","96WSCUB3","9AEWQGM5","APQBZZDV","BGH26YPL","CDCADWHQ","CEP9GY8J","CJ6CNAYL","DHMLPH6S","DTGFIBYD","DZZE737F","F4KQJU3Z","FCZAP5NP","FW64B7CI","FWPWWKDW","FXWU4ZMR","G8CQJY54","GWNV3KFY","HAGAHN6W","IQCD8Y7L","J9SRYLHF","JSJNNQR7","KPE47K9D","L8DAV8AZ","LW8ST37L","M82II4K6","MD6TYSJ6","MTTSLYNG","N5LS2IWV","P9HGSQ7C","PR5BNKYQ","PTKSUK27","RDB65J73","RKRTDP7D","RLVI5HH5","RPZWWINA","S4N58IIR","SBTJPHBV","SERV4FXB","SLY9KTJ3","STTJVK5J","SZP4YW7P","T6AG6GEF","THN8GG87","V9V5XXXB","V9ZBBBWG","VGGEWBZH","WVR52XTG","WX4KMGDW"],"citedBy":["EHUYCSJC","LS5EI9QZ"],"link":{"href":"https://openlibrary.org/isbn/9783110739183","label":"Open Library"}},{"key":"X6AC9QP8","type":"report","title":"The Intensive Teaching of the Mother Tongue to Migrant Children at Preschool Age","authors":[{"last":"Toukomaa","first":"Pertti"},{"last":"Skutnabb-Kangas","first":"Tove"}],"editors":[],"year":"1977","date":"1977-00-00 1977","venue":"Department of Sociology and Social Psychology, University of Tampere","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["CPYK44UV"],"link":null},{"key":"VDA9EYEU","type":"journalArticle","title":"Translanguaging in mathematics education: different dimensions and perspectives","authors":[{"last":"Tîrnovan","first":"Daniela"}],"editors":[],"year":"2026","date":"2026-09-12 2026-09-12","venue":"Mathematics Education Research Journal","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"10.1007/s13394-026-00610-2","isbn":"","url":"https://link.springer.com/10.1007/s13394-026-00610-2","language":"en","abstract":"Abstract\n            This paper synthesizes and reframes scholarly work on translanguaging in mathematics education through the Translanguaging Structures Framework (TSF). This theoretical architecture reveals how structures (both local and global) and perspectives (both student and teacher) co-determine opportunities for participation, reasoning, and authorship in mathematics. Using a systematic review of 75 studies, the TSF is operationalized as a four-quadrant system: Local–Student (LS), Local–Teacher (LT), Global–Teacher (GT), and Global–Student (GS). From this, a three‑level analysis was conducted: (1) quadrant placement via transparent rating scales; (2) deductive coding anchored in TSF themes; and (3) quadrant‑wise and cross‑quadrant synthesis. Across quadrants, four field‑level conclusions recur: (a) translanguaging is constitutive of mathematical sense‑making, not merely a scaffold; (b) design mediates possibility (e.g., task, space, and uptake designs shape who can do mathematics and how); (c) agency and resistance interlock, as teachers and students negotiate and re‑author norms; and (d) monolingual assessment pressures persist, often delimiting what “counts” as mathematical competence.","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1007/s13394-026-00610-2","label":"doi.org"}},{"key":"7KQ3YA6E","type":"book","title":"Translanguaging in Multilingual English Classrooms: An Asian Perspective and Contexts","authors":[{"last":"Vaish","first":"Viniti"}],"editors":[],"year":"2020","date":"2020-00-00 2020","venue":"Springer Nature Singapore","volume":"","issue":"","pages":"","place":"Singapore","publisher":"Springer Nature Singapore","edition":"","doi":"10.1007/978-981-15-1088-5","isbn":"978-981-15-1086-1","url":"https://link.springer.com/10.1007/978-981-15-1088-5","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["28HUB5CF","36Z4BGGR","39G77H6D","4HSW368I","5F2VIUFC","5YC7FYX4","6FMEZLMB","6IPNB475","7VAXFX59","8CAR8W94","AGFSLU69","APQBZZDV","CJ6CNAYL","CXLH2P9A","FWPWWKDW","GMNJEZLV","HFGX9UT4","HYYYRRX2","IAISU5HL","IT8JQS5W","JTKPPTBQ","L8DAV8AZ","M83WN7RU","MASNR9AA","SZP4YW7P","THN8GG87","V722DMU4","W3AVGV26","WEDAQ7NX","WX4KMGDW","XMJGD4BA"],"citedBy":["6CP5JNSZ"],"link":{"href":"https://doi.org/10.1007/978-981-15-1088-5","label":"doi.org"}},{"key":"VUXHAXTX","type":"journalArticle","title":"Rethinking Inclusion as Mundanity: Insights from an Experimental Bilingual Kindergarten Classe LSF at École Maternelle Gabriel Sajus in France","authors":[{"last":"Valente","first":"Joseph"}],"editors":[],"year":"2017","date":"2017-07-00 July 2017","venue":"Early Childhood Education Journal","volume":"45","issue":"4","pages":"553-562","place":"","publisher":"Springer Nature","edition":"","doi":"10.1007/s10643-016-0814-x","isbn":"","url":"http://search.ebscohost.com/login.aspx?direct=true&db=asm&AN=123023732&site=ehost-live","language":"","abstract":"In this article, I demonstrate how hybrid language practices allow for children to make use of their full linguistic repertoire in negotiating the social and communicative demands of the school environment (Axelrod in Early Child Educ J, p 1-8, 2014). I argue that the unusual case of classe LSF and École Maternelle Gabriel Sajus directly challenges mainstream progressive assumptions of inclusion that effectively exclude deaf children from their deaf peers. Current so-called progressive models of inclusion often isolate deaf learners in mainstream classroom settings with non-deaf classmates and adults. Classe LSF and École Maternelle Gabriel Sajus offers insights for rethinking inclusion in early childhood classrooms in the ways that it provokes us to consider the inclusive potential of hybrid linguistic spaces for bilingual learners.","tags":["Deaf education","EARLY childhood education","EDUCATION of the deaf","Language learners","Linguistic diversity","MIXED languages","SCHOOL environment","bilingual education","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-03-30","prov":"record","printed":"","cites":["74R52299","8TLYLPTP","9EGKVFYD","AMLH7YSI","APQBZZDV","FCRLMPF9","HAGAHN6W","SLY9KTJ3","UAJA8A4R"],"citedBy":[],"link":{"href":"https://doi.org/10.1007/s10643-016-0814-x","label":"doi.org"}},{"key":"ZEUIJ42F","type":"journalArticle","title":"Plurilingualism and Translanguaging: Emergent Approaches and Shared Concerns. Introduction to the Special Issue","authors":[{"last":"Vallejo","first":"Claudia"},{"last":"Dooly","first":"Melinda"}],"editors":[],"year":"2020","date":"2020-01-02 January 2, 2020","venue":"International Journal of Bilingual Education and Bilingualism","volume":"23","issue":"1","pages":"1-16","place":"","publisher":"Routledge","edition":"","doi":"10.1080/13670050.2019.1600469","isbn":"","url":"https://doi.org/10.1080/13670050.2019.1600469","language":"","abstract":"This special issue includes texts by some of the most currently prominent scholars in the fields of plurilingualism and translanguaging. Coming from diverse geographical and cultural contexts, the authors were invited to share their perspectives on the evolution of plurilingualism, translanguaging and their relation to language teaching and learning. The articles in this special issue illustrate the varied and exciting possibilities that can be afforded by these approaches that aim to locate speakers’ fluent, hybrid, multimodal and creative communicative practices at the centre of research and practice. The texts also underscore key commonalities and divergences which demonstrate that these frameworks are best analysed, compared or applied after first acknowledging that they emerge from different research traditions and socio-political backgrounds. Perhaps most importantly, the articles demonstrate that as long as socioeducational inequalities persist there is need for reflection, expansion and complementary actions, especially since both approaches share an interest in social and educational transformation of current models of bi/multilingual education around the globe.","tags":["Plurilingualism","didactics of plurilingualism","language education","translanguaging","translanguaging pedagogy"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-15","prov":"record","printed":"","cites":["2F9NYAVU","32JBRP2V","3AYZB73Q","43ZV6JSV","59U334AQ","5CIAB4TS","5YC7FYX4","6FMEZLMB","6H7DFUIH","6IPNB475","74R52299","75MI8VHK","7GIVL2ED","88MZNF86","8TLYLPTP","8UL6LS2S","9G6TSSGL","AC4U3BNY","APQBZZDV","ATFWRF8A","ATQJHL5S","BGH26YPL","BM9KVBY6","CJ6CNAYL","CWX964GH","DSQVLTDI","HG78NZ6M","HX5KVLF6","ID6P2UNM","IL4HEAVY","J9SRYLHF","JCA2TKD4","JSJNNQR7","JTKPPTBQ","JZRS23BG","KJFU6SCU","L8DAV8AZ","M3FV3BSI","M82II4K6","MZZZNUIE","N4RHILLX","P6X5DCID","RYGA9Q7L","S4N58IIR","STTJVK5J","SZP4YW7P","T7MB3VDQ","TB8EA3TY","THN8GG87","V3IJM28N","V9ZBBBWG","WJW2B2PH","WTW2AEXK","WVR52XTG","WX4KMGDW","XSD7IZDQ"],"citedBy":[],"link":{"href":"https://doi.org/10.1080/13670050.2019.1600469","label":"doi.org"}},{"key":"2IA4EZ45","type":"book","title":"The Scandals of Translation: Towards an Ethics of Difference","authors":[{"last":"Venuti","first":"Lawrence"}],"editors":[],"year":"1998","date":"1998-00-00 1998","venue":"Routledge","volume":"","issue":"","pages":"","place":"London ; New York","publisher":"Routledge","edition":"","doi":"","isbn":"978-0-415-16929-5","url":"","language":"","abstract":"","tags":["Intercultural communication","Moral and ethical aspects","Translating and interpreting"],"cited":0,"hasFile":true,"checked":true,"added":"2021-09-22","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://openlibrary.org/isbn/9780415169295","label":"Open Library"}},{"key":"S4N58IIR","type":"bookSection","title":"Translanguaging","authors":[{"last":"Vogel","first":"Sara"},{"last":"García","first":"Ofelia"}],"editors":[],"year":"2017","date":"2017-00-00 2017","venue":"Oxford Research Encyclopedia of Education","volume":"","issue":"","pages":"","place":"Oxford","publisher":"Oxford University Press","edition":"","doi":"10.1093/acrefore/9780190264093.013.181","isbn":"978-0-19-026409-3","url":"","language":"en","abstract":"Translanguaging is a theoretical lens that offers a different view of bilingualism and multilingualism. The theory posits that rather than possessing two or more autonomous language systems, as has been traditionally thought, bilinguals, multilinguals, and indeed, all users of language, select and deploy particular features from a unitary linguistic repertoire to make meaning and to negotiate particular communicative contexts. Translanguaging also represents an approach to language pedagogy that affirms and leverages students’ diverse and dynamic language practices in teaching and learning.\n            Translanguaging theory builds on scholarly work that has demonstrated how colonial and modernist-era language ideologies created and maintained linguistic, cultural, and racial hierarchies in society. It challenges prevailing theories of bilingualism/multilingualism and bilingual development in order to disrupt the hierarchies that have delegitimized the language practices of those who are minoritized.\n            Translanguaging concepts have been deepened, built upon, or clarified as scholars have compared and contrasted them with competing and complementary theories of bilingualism. Scholars debate aspects of the theory’s definition and epistemological foundations. There are also continued debates between scholars who have largely embraced translanguaging and those who resist the theory’s premises or have accepted them only partially.\n            The use of translanguaging in education has created the most interest, and yet the most disagreement. Many educators working on issues of language education—the development of additional languages for all, as well as minoritized languages—have embraced translanguaging theory and pedagogy. Other educators are weary of the work on translanguaging. Some claim that translanguaging pedagogy pays too much attention to the students’ bilingualism; others worry that it could threaten the diglossic arrangements and language separation traditionally posited as necessary for language maintenance and development.\n            Translanguaging as a sociolinguistic and psycholinguistic theory has much to offer to our understandings of the languaging of bilinguals because it privileges bilingual performances and not just monolingual ones. As a pedagogical practice, translanguaging leverages the fluid languaging of learners in ways that deepen their engagement and comprehension of complex content and texts. In addition, translanguaging pedagogy develops both of the named languages that are the object of bilingual instruction precisely because it considers them in a horizontal continua as part of the learners’ linguistic repertoire, rather than as separate compartments in a hierarchical relationship.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"record","printed":"","cites":["2XRZ6PHE","55QZIYI6","5X7HQKEF","5YC7FYX4","6FMEZLMB","6GYPPJRH","6IPNB475","8XMWSQSH","9R3Z6CFU","AGFSLU69","APQBZZDV","ATFWRF8A","AVPZDTE8","B3F8ZJZI","B7X6X3FC","BYS7FZQ7","C2W7QDS5","CDCADWHQ","CJ6CNAYL","CPYK44UV","D46IPPTS","DRRBZDY2","FWPWWKDW","GWS94WX9","HAGAHN6W","IL4HEAVY","INNF4VTH","IT8JQS5W","JCA2TKD4","JSJNNQR7","JTKPPTBQ","KW7MI6KY","L8DAV8AZ","LIBYWGT8","M3FV3BSI","M82II4K6","MVZ4XV9V","QE6LMK43","QNT2W8R5","QW9ZIUCU","RYGA9Q7L","SAMW2EQK","SBTJPHBV","SERV4FXB","SLCIRJH4","SLY9KTJ3","STTJVK5J","SZP4YW7P","TAK6TC2Q","THN8GG87","V9V5XXXB","V9ZBBBWG","WAWGTTY7","WVR52XTG","WX4KMGDW","XZ52KN3K","YHKTEGJD","YT3QJNAW","ZJ6YREQY"],"citedBy":["3H5HEYDC","6CP5JNSZ","8P3JFMRZ","EHUYCSJC","HIUKBZ79","I3XJ33BZ","JR37997P","UCVERERJ","WMRY9PIB","YTJ3WPM2","ZEUIJ42F"],"link":{"href":"https://doi.org/10.1093/acrefore/9780190264093.013.181","label":"doi.org"}},{"key":"BIQAV8ZJ","type":"book","title":"Mind in Society: The Development of Higher Psychological Processes","authors":[{"last":"Vygotsky","first":"L. S."}],"editors":[],"year":"1978","date":"1978-00-00 1978","venue":"Harvard University Press","volume":"","issue":"","pages":"","place":"Cambridge, MA","publisher":"Harvard University Press","edition":"","doi":"","isbn":"","url":"","language":"","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["EHUYCSJC","IZ9M54S5","LRDK6HC9","MMAGS46K","WMRY9PIB","YGLP4JSZ"],"link":null},{"key":"8CAR8W94","type":"journalArticle","title":"Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain","authors":[{"last":"Wei","first":"Li"}],"editors":[],"year":"2011","date":"2011-04-01 April 1, 2011","venue":"Journal of Pragmatics","volume":"43","issue":"5","pages":"1222-1235","place":"","publisher":"","edition":"","doi":"10.1016/j.pragma.2010.07.035","isbn":"","url":"https://www.sciencedirect.com/science/article/pii/S0378216610002535","language":"en","abstract":"Translanguaging is both going between different linguistic structures and systems and going beyond them. It includes the full range of linguistic performances of multilingual language users for purposes that transcend the combination of structures, the alternation between systems, the transmission of information and the representation of values, identities and relationships. Translanguaing space is a space for the act of translanguaging as well as a space created through translanguaging. It is a space where the process of what Bhabha calls “cultural translation” between traditions takes place. The notion of translanguaging space embraces the concepts of creativity and criticality, which are fundamental but hitherto under-explored dimensions of multilingual practices. Using a combination of observation of multilingual practices and metalanguage commentaries by three Chinese youths in Britain, the article retells their experiences of growing up in a society which is dominated by a variety of monolingual ideologies, their multilingual practices and the creativity and criticality shown through such practices, the identity positions they construct and present for themselves, and the social spaces they create and occupy within the wider space they find themselves in. It examines the following themes: fun with words, from weekend bilingualism to flexible multilingualism, creating space and cultivating relationships, and transnational space. In examining these themes, a method, called Moment Analysis, is proposed, which aims to capture what appears to be spur-of-the-moment actions that are semiotically highly significant to the actors and their subsequent actions, what prompted such actions and the consequences of such moments including the reactions by other people.","tags":["Chinese","Multilingual practices","Social space","Youth","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-17","prov":"record","printed":"","cites":["4GXCFQFL","BH97XXMF","EF3YZT8E","G8CQJY54","GCVH48TY","L5YXSDVU","SZP4YW7P","W3AVGV26","XZ52KN3K","Y5YZAPVE","ZI29UWGX"],"citedBy":["3AYZB73Q","7KQ3YA6E","8MUBE9VL","BGX8JQ75","EHUYCSJC","F4U27E8B","HKMAGX8I","HQFR9JPG","MMAGS46K","RCZDTX8S","UHK3Z89M","WMRY9PIB","WX4KMGDW"],"link":{"href":"https://doi.org/10.1016/j.pragma.2010.07.035","label":"doi.org"}},{"key":"HJB7RNNX","type":"journalArticle","title":"New Chinglish and the Post-Multilingualism challenge: Translanguaging ELF in China","authors":[{"last":"Wei","first":"Li"}],"editors":[],"year":"2016","date":"2016-03-01 2016-03-01","venue":"Journal of English as a Lingua Franca","volume":"5","issue":"1","pages":"1-25","place":"","publisher":"De Gruyter Mouton","edition":"","doi":"10.1515/jelf-2016-0001","isbn":"","url":"https://www.degruyter.com/document/doi/10.1515/jelf-2016-0001/html","language":"en","abstract":"Building on the extensive ELF research that aims to reconceptualise English as a resource that can be appropriated and exploited without allegiance to its historically native speakers, this article explores the issue of English in China by examining New Chinglish that has been created and shared by a new generation of Chinese speakers of English in China and spread through the new media. This new form of English has distinctive Chinese characteristics and serves a variety of communicative, social and political purposes in response to the Post-Multilingualism challenges in China and beyond. I approach New Chinglish from a Translanguaging perspective, a theoretical perspective that is intended to raise fundamental questions about the validity of conventional views of language and communication and to contribute to the understanding of the Post-Multilingualism challenges that we face in the twenty-first century.","tags":["China","ELF","New Chinglish","Post-Multilingualism","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-18","prov":"record","printed":"","cites":["6IPNB475","8MUBE9VL","AGFSLU69","APQBZZDV","B36ANBDE","BH97XXMF","CPYK44UV","DMWU2GVJ","DTGFIBYD","EF3YZT8E","G29HWYC3","G8CQJY54","IT8JQS5W","JTKPPTBQ","L5YXSDVU","L8DAV8AZ","PGKXPFQ6","SZP4YW7P","TAK6TC2Q","W3AVGV26","WX4KMGDW","ZI29UWGX"],"citedBy":["F4U27E8B","HQFR9JPG"],"link":{"href":"https://doi.org/10.1515/jelf-2016-0001","label":"doi.org"}},{"key":"39G77H6D","type":"journalArticle","title":"Translanguaging as a Practical Theory of Language","authors":[{"last":"Wei","first":"Li"}],"editors":[],"year":"2018","date":"2018-02-01 2018-02-01","venue":"Applied Linguistics","volume":"39","issue":"1","pages":"9-30","place":"","publisher":"","edition":"","doi":"10.1093/applin/amx039","isbn":"","url":"https://academic.oup.com/applij/article/39/1/9/4566103","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["2N5GMJQ9","4WNBKWCI","6GYPPJRH","6PDQIFW8","74R52299","7GWSA8XB","9425KRVM","B36ANBDE","CPYK44UV","CQXMIQQW","EF3YZT8E","G8CQJY54","HVXEK4SG","HYYYRRX2","MXM7JF3J","Q42RSZNG","QJYPPL53","W3AVGV26","W4VP9Z74","WX4KMGDW","ZI29UWGX"],"citedBy":["7KQ3YA6E","EHUYCSJC","HKMAGX8I","PVCNVDFG","RCZDTX8S","RQL6E9LI","WMRY9PIB"],"link":{"href":"https://doi.org/10.1093/applin/amx039","label":"doi.org"}},{"key":"36Z4BGGR","type":"journalArticle","title":"Language Learning Sans Frontiers: A Translanguaging View","authors":[{"last":"Wei","first":"Li"},{"last":"Ho","first":"Wing Yee (Jenifer)"}],"editors":[],"year":"2018","date":"2018-09-00 2018/09","venue":"Annual Review of Applied Linguistics","volume":"38","issue":"","pages":"33-59","place":"","publisher":"Cambridge University Press","edition":"","doi":"10.1017/S0267190518000053","isbn":"","url":"https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/language-learning-sans-frontiers-a-translanguaging-view/F708940C5AB2E461F3738377AE3C5DD8","language":"en","abstract":"In this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The approach is that of translanguaging, which seeks to push the boundaries not only between different named languages but also between different modalities and across language scripts and writing systems. We base our arguments on a study of self-directed learning of Chinese via online platforms in the context of mobility and aim to demonstrate the transformative capacity of translanguaging. In doing so, we highlight the need for a transdisciplinary approach to language learning that transcends the boundaries between linguistics, psychology, and education, and in particular, the need to go beyond the artificial divides of the different modalities of language learning to strengthen the connections between research on bilingualism and multilingualism and research on language teaching and learning.","tags":["Chinese","mobility","multimodality","online learning","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"record","printed":"","cites":["2N5GMJQ9","4WNBKWCI","6PDQIFW8","74R52299","7GWSA8XB","APQBZZDV","B36ANBDE","CPYK44UV","DR75KE69","G8CQJY54","HYYYRRX2","JL4WXUFY","JZRS23BG","KJX87BQ6","PR5BNKYQ","Q42RSZNG","QJYPPL53","W3AVGV26","W4VP9Z74"],"citedBy":["7KQ3YA6E","EHUYCSJC","HKMAGX8I","PVCNVDFG","RCZDTX8S","RQL6E9LI","WMRY9PIB"],"link":{"href":"https://doi.org/10.1017/S0267190518000053","label":"doi.org"}},{"key":"RL4B2KS7","type":"journalArticle","title":"Erratum to: Translanguaging as a political stance: implications for English language education","authors":[{"last":"Wei","first":"Li"}],"editors":[],"year":"2022","date":"2022-04-01 2022-04-01","venue":"ELT Journal","volume":"76","issue":"2","pages":"309","place":"","publisher":"","edition":"","doi":"10.1093/elt/ccac001","isbn":"","url":"https://doi.org/10.1093/elt/ccac001","language":"","abstract":"In the originally published version of this manuscript, there was a typographical error in section The translanguaging stance. The first sentence of the second paragraph should read: “Translanguaging therefore is not additive;” instead of “Translanguaging therefore is not addictive;”. This error has now been corrected online.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":["EHUYCSJC"],"link":{"href":"https://doi.org/10.1093/elt/ccac001","label":"doi.org"}},{"key":"DNFJEAKI","type":"journalArticle","title":"Transpositioning: Translanguaging and the Liquidity of Identity","authors":[{"last":"Wei","first":"Li"},{"last":"Lee","first":"Tong King"}],"editors":[],"year":"2023","date":"2023-10-03 2023-10-03","venue":"Applied Linguistics","volume":"","issue":"","pages":"amad065","place":"","publisher":"","edition":"","doi":"10.1093/applin/amad065","isbn":"","url":"https://doi.org/10.1093/applin/amad065","language":"","abstract":"This article seeks to address the ever-expanding and shifting communicative demands of ‘liquid modernity’ by focussing on two key issues: the need to reconceptualize language and communication as a consequence of the diversification of media and resources people draw upon to meet these demands; and the need for a new analytical framework to capture how people perform multiplex roles simultaneously and spontaneously through dynamic and adaptive communicative practices. We do the former through further elaboration of the scholarship on translanguaging and the latter with a new concept of transpositioning. We argue that the latter is enabled by translanguaging practices and is a necessary capacity participants in the social life of liquid modernity need to develop in order to deal with everyday communicative demands. We develop the concept with analysis of two examples of lived experiences of multilinguals and explore the theoretical and methodological implications for applied linguistics.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2023-10-05","prov":"record","printed":"","cites":["5YC7FYX4","9X3S47UH","APQBZZDV","LQ8YNJ44","QNUBRZ3H"],"citedBy":[],"link":{"href":"https://doi.org/10.1093/applin/amad065","label":"doi.org"}},{"key":"W3AVGV26","type":"thesis","title":"Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog","authors":[{"last":"Williams","first":"Cen"}],"editors":[],"year":"1994","date":"1994-00-00 1994","venue":"University of Wales, Bangor","volume":"","issue":"","pages":"","place":"","publisher":"University of Wales, Bangor","edition":"","doi":"","isbn":"","url":"","language":"cy","abstract":"","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"list","printed":"","cites":[],"citedBy":["36Z4BGGR","39G77H6D","6CP5JNSZ","6QX932AH","7KQ3YA6E","8CAR8W94","8MUBE9VL","BSUKJY3G","CPYK44UV","EHUYCSJC","F4U27E8B","HIUKBZ79","HJB7RNNX","HKMAGX8I","HQFR9JPG","I3XJ33BZ","IT8JQS5W","LPQURRBB","LS5EI9QZ","MZXWLSFT","RPZWWINA","RQL6E9LI","WX4KMGDW","ZJ6YREQY"],"link":null},{"key":"R47HDJAF","type":"bookSection","title":"Envisioning Invisibility: Polyontological Meontology and the One That Is Not One in Thirteenth-Century Kabbalah","authors":[{"last":"Wolfson","first":"Elliot R."}],"editors":[],"year":"2026","date":"2026-01-22 2026-01-22","venue":"Apophasis and Envisioning the Invisible","volume":"","issue":"","pages":"105-193","place":"","publisher":"Brill","edition":"","doi":"10.1163/9789004744363_005","isbn":"978-90-04-74436-3","url":"https://brill.com/display/book/9789004744363/BP000012.xml","language":"en","abstract":"","tags":["General","Jewish Mysticism","Jewish Studies","Philosophy","Philosophy of Religion","translanguaging"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1163/9789004744363_005","label":"doi.org"}},{"key":"KM6G92C9","type":"journalArticle","title":"How performance expectancy and autonomy satisfaction influence translanguaging interactions with AI chatbots","authors":[{"last":"Wu","first":"Xiu-Yi"},{"last":"Chiu","first":"Thomas K.F."}],"editors":[],"year":"2026","date":"2026-09-09 2026-09-09","venue":"International Journal of Multilingualism","volume":"","issue":"","pages":"1-29","place":"","publisher":"","edition":"","doi":"10.1080/14790718.2026.2730662","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/14790718.2026.2730662","language":"en","abstract":"","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1080/14790718.2026.2730662","label":"doi.org"}},{"key":"S8PDEX2E","type":"journalArticle","title":"Multilingual Refugee Pre‐Service English Teachers Negotiating Their Professional Identity Through Translanguaging","authors":[{"last":"Yüzlü","first":"Muhammet Yaşar"},{"last":"Yaşar","first":"Muhammed Özgür"}],"editors":[],"year":"2026","date":"2026-09-09 2026-09-09","venue":"International Journal of Applied Linguistics","volume":"","issue":"","pages":"ijal.70371","place":"","publisher":"","edition":"","doi":"10.1111/ijal.70371","isbn":"","url":"https://onlinelibrary.wiley.com/doi/10.1111/ijal.70371","language":"en","abstract":"ABSTRACT\n            Although research on teacher identity has expanded significantly in today's globalizing world, the lived experiences of refugee teachers within broader discussions of multilingualism, identity, and educational policy are underexamined. Addressing this gap, the present study explores how multilingual refugee pre‐service English language teachers in Türkiye construct and negotiate their professional identities. Grounded in translanguaging theory, trauma‐informed pedagogy, and raciolinguistic ideologies, the study adopts a narrative inquiry design within a multiple‐case framework. Data were generated through interviews, narratives, field notes and analyzed thematically. The findings reveal that refugee pre‐service English language teachers employed four interconnected translanguaging orientations, i.e., compartmentalized, relational, transitional, and affective translanguaging, to negotiate identity. Furthermore, participants transformed experiences of translanguaging identity dissonance into forms of agentive linguistic repositioning. Implications are discussed.\n          , \n            ÖZ (ABSTRACT IN TURKISH)\n            Öğretmen kimliği üzerine yapılan araştırmalar günümüzün küreselleşen dünyasında önemli ölçüde artmış olsa da, mülteci öğretmenlerin çok dillilik, kimlik ve eğitim politikalarına ilişkin daha geniş tartışmalar içindeki yaşantıları yeterince incelenmemiştir. Bu boşluğu gidermeyi amaçlayan bu çalışma, Türkiye'deki çok dilli mülteci İngilizce öğretmeni adaylarının mesleki kimliklerini nasıl inşa ettiklerini ve müzakere ettiklerini incelemektedir. Çalışma, anlaşım kuramı, travma bilgisine dayalı pedagoji ve ırk‐dil ideolojileri temelinde yapılandırılmış olup, çoklu durum deseni içerisinde anlatı araştırması yaklaşımını benimsemektedir. Veriler görüşmeler, katılımcı anlatıları ve alan notları aracılığıyla toplanmış; tematik analiz yöntemiyle çözümlenmiştir. Bulgular, mülteci İngilizce öğretmeni adaylarının kimliklerini müzakere ederken birbirleriyle ilişkili dört anlaşım yönelimi benimsediklerini göstermektedir: bölümlenmiş, ilişkisel, geçişsel ve duyuşsal anlaşım. Ayrıca katılımcılar, anlaşım kimliğiyle ilişkili uyumsuzluk deneyimlerini, özneleşmeyi güçlendiren dilsel yeniden konumlanma biçimlerine dönüştürmüşlerdir. Çalışmanın çıkarımları tartışılmıştır.","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1111/ijal.70371","label":"doi.org"}},{"key":"NA3T2FIL","type":"journalArticle","title":"On legitimating translanguaging practices in secondary EFL classrooms: Presence, function and institutional standing","authors":[{"last":"Zakharova","first":"Yelena"},{"last":"Lasagabaster","first":"David"}],"editors":[],"year":"2026","date":"2026-09-09 2026-09-09","venue":"RELC Journal","volume":"","issue":"","pages":"00336882261484297","place":"","publisher":"","edition":"","doi":"10.1177/00336882261484297","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/00336882261484297","language":"en","abstract":"Implementation of pedagogical translanguaging in monolingual-framed secondary school systems is fraught with controversy. This study examines translanguaging practices in Poland and Azerbaijan, two post-socialist contexts where target-language-only norms coexist with linguistically diverse student populations. Drawing on a mixed-methods design comprising 38 audio-recorded English as a foreign language lessons across seven secondary schools, a teacher questionnaire, stakeholder interviews and document analysis, the study uses a presence–function–legitimation triad that asks where teacher-initiated translanguaging falls along a continuum from spontaneous translanguaging through planned translanguaging to pedagogical translanguaging , what functions it serves and whether it is legitimated as professional pedagogy. In Azerbaijan, overt teacher translanguaging was concentrated among a small subset of teachers and functionally confined to comprehension repair and behavioural regulation. In Poland, no oral teacher-produced episodes were identified, though covert multilingual scaffolding was present. No teacher in either context met the criteria for pedagogical translanguaging, although instances of planned translanguaging were observed in Azerbaijan. The legitimation gap is sharpest not where translanguaging is absent but where teachers enact multilingual moves yet minimize and disavow them within the professional register, a practice this study identifies as covert translanguaging. The divergence between observed and reported practices is interpreted as evidence of constraint ecologies that limit the professional ownership of multilingual pedagogy in these school settings.","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1177/00336882261484297","label":"doi.org"}},{"key":"W27YKMYB","type":"journalArticle","title":"Translanguaging for Critical Literacies: A Systematic Review of Global PK–12 Research","authors":[{"last":"Zhang","first":"Jiadi"},{"last":"Chap","first":"Vikrant"}],"editors":[],"year":"2026","date":"2026-09-12 2026-09-12","venue":"Literacy Research: Theory, Method, and Practice","volume":"","issue":"","pages":"23813377261476987","place":"","publisher":"","edition":"","doi":"10.1177/23813377261476987","isbn":"","url":"https://journals.sagepub.com/doi/10.1177/23813377261476987","language":"en","abstract":"Translanguaging has gained increasing prominence as a theoretical and pedagogical stance recognizing bi/multilingual learners’ full repertoire as legitimate resources for literacy practices. As arguments about its transformative potential continue to grow, it is essential to understand whether and how translanguaging strengthens critical practices in literacy education. Guided by PRISMA protocols, this systematic review examines global PK–12 empirical research that explicitly investigates translanguaging as a pathway for advancing critical literacies, supporting bi/multilingual learners in reading and (re)writing both the words and the world(s). Findings demonstrate translanguaging's value as a critical pedagogical framework, especially when integrated with broader critical theories, in guiding literacy education. We employed four metaphors—Target, Window, Map, and Soil—to illustrate how translanguaging disrupts linguistic hierarchies, opens spaces for broader social inquiry, reorients the pathways and structures of literacy education, and cultivates nurturing learning environments. At the same time, the review cautions against reductive celebrations of translanguaging as universally liberatory, emphasizing that its transformative potential becomes visible only when educators and researchers actively engage its political and decolonial commitments. The review concludes by identifying gaps in the literature and calls for future research that is contextually grounded, theoretically generative, and methodologically diverse in exploring translanguaging's critical affordances in literacy education.","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1177/23813377261476987","label":"doi.org"}},{"key":"KM2LGWQZ","type":"journalArticle","title":"Approaches to resisting linguistic hegemony in critical and participatory qualitative research: community-based translation and translanguaging","authors":[{"last":"Zhao","first":"Pengfei"},{"last":"Hauber-Özer","first":"Melissa"},{"last":"Call-Cummings","first":"Meagan"},{"last":"Van Divier","first":"Jesse"},{"last":"Mehrtens","first":"Heather"}],"editors":[],"year":"2026","date":"2026-09-12 2026-09-12","venue":"International Journal of Social Research Methodology","volume":"","issue":"","pages":"1-21","place":"","publisher":"","edition":"","doi":"10.1080/13645579.2026.2729334","isbn":"","url":"https://www.tandfonline.com/doi/full/10.1080/13645579.2026.2729334","language":"en","abstract":"","tags":["scholar-alert"],"cited":0,"hasFile":false,"checked":true,"added":"2026-09-17","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1080/13645579.2026.2729334","label":"doi.org"}},{"key":"8CH5IITT","type":"journalArticle","title":"Translation as a Metaphoric Traveller Across Disciplines: Wanted: Translaboration!","authors":[{"last":"Zwischenberger","first":"Cornelia"}],"editors":[],"year":"2017","date":"2017-10-16 2017-10-16","venue":"Translation and Translanguaging in Multilingual Contexts","volume":"3","issue":"3","pages":"388-406","place":"","publisher":"","edition":"","doi":"10.1075/ttmc.3.3.07zwi","isbn":"","url":"http://www.jbe-platform.com/content/journals/10.1075/ttmc.3.3.07zwi","language":"en","abstract":"Abstract\n            \n              Translation, as a concept, may be regarded as a prototype of a ‘travelling concept’ as it has travelled to numerous disciplines in recent years. Therefore, a ‘translational turn’ was proclaimed for the humanities, cultural studies, and social sciences (cf.\n              Bachmann-Medick 2007\n              ,\n              2009\n              ).\n            \n            \n              Outside of translation studies, the use of the translation concept is not bound to “translation proper” (\n              Jakobson 1959\n              , 232) or to the way in which the concept is used and defined in translation studies. Consequently, ‘translation’ is usually used as a very broad metaphor in translation studies’ neighbouring disciplines and fields of research. This mobility shows the potential and high polysemantic value of the translation concept. What we are missing, however, is a ‘translaboration’ between translation studies and the various other disciplines that employ translation studies’ master concept.\n            \n            The paper will illustrate the background of the translational turn and the rise of the notion of ‘cultural translation’ as well as the deployment of the translation category in organisation studies and sociology. It will thus limit itself to examples from cultural studies and the social sciences. The paper’s aim is to revise and dispel some of the misconceptions held against translation proper and the discipline of translation studies, thereby showing that translation studies has the conceptual and theoretical grounding to be the leading discipline for the unfolding of a translational turn outside its disciplinary borders. Furthermore, the paper will show the common ground for a translaboration from which both translation studies and its neighbouring disciplines could ultimately benefit.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-28","prov":"record","printed":"","cites":["95MV39GK"],"citedBy":[],"link":{"href":"https://doi.org/10.1075/ttmc.3.3.07zwi","label":"doi.org"}},{"key":"IB2S3U8G","type":"book","title":"Language as a Local Practice","authors":[],"editors":[],"year":"","date":"","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://www.routledge.com/Language-as-a-Local-Practice/Pennycook/p/book/9780415547512","language":"en","abstract":"Language as a Local Practice addresses the questions of language, locality and practice as a way of moving forward in our understanding of how language operates as an integrated social and spatial activity. \n\nBy taking each of these three elements – language, locality and practice – and exploring how they relate to each other, Language as a Local Practice opens up new ways of thinking about language. It questions assumptions about languages as systems or as countable entities, and suggests i","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-11-05","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://www.routledge.com/Language-as-a-Local-Practice/Pennycook/p/book/9780415547512","label":"routledge.com"}},{"key":"J7W4FBKV","type":"webpage","title":"Pocket - Preparing a Delicious Meal","authors":[],"editors":[],"year":"","date":"","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://getpocket.com/read/3455150012","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-17","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://getpocket.com/read/3455150012","label":"getpocket.com"}},{"key":"H3DTJ84E","type":"webpage","title":"History of the Ethnologue","authors":[],"editors":[],"year":"","date":"","venue":"Ethnologue","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://www.ethnologue.com/about/history-ethnologue","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-15","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://www.ethnologue.com/about/history-ethnologue","label":"ethnologue.com"}},{"key":"4QTCFWHG","type":"webpage","title":"Positive synergies: Translanguaging and critical theories in education. Special issue of Translation and Translanguaging in Multilingual Contexts 5:1 (2019) | Edited by Zhongfeng Tian and Holly Link","authors":[],"editors":[],"year":"","date":"","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://benjamins.com/catalog/ttmc.5.1","language":"","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://benjamins.com/catalog/ttmc.5.1","label":"benjamins.com"}},{"key":"4WNIBFQ6","type":"journalArticle","title":"Introduction","authors":[],"editors":[],"year":"1950","date":"1950-01-01 1950-01-01","venue":"The Bible Translator","volume":"1","issue":"1","pages":"1-2","place":"","publisher":"SAGE Publications Ltd","edition":"","doi":"10.1177/000608445000100101","isbn":"","url":"https://doi.org/10.1177/000608445000100101","language":"en","abstract":"","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2025-03-13","prov":"record","printed":"","cites":[],"citedBy":[],"link":{"href":"https://doi.org/10.1177/000608445000100101","label":"doi.org"}},{"key":"WVR52XTG","type":"interview","title":"What is Translanguaging?","authors":[],"editors":[],"year":"2016","date":"2016-03-02 2 March 2016","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://www.psychologytoday.com/blog/life-bilingual/201603/what-is-translanguaging","language":"en","abstract":"An interview with Ofelia García.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-04-29","prov":"document","printed":"","cites":[],"citedBy":["3H5HEYDC","8P3JFMRZ","BSUKJY3G","BW99NC43","EHUYCSJC","HKMAGX8I","HQFR9JPG","I3XJ33BZ","LPQURRBB","LS5EI9QZ","MMAGS46K","MZXWLSFT","PQLMYGBQ","RPZWWINA","S4N58IIR","WMRY9PIB","YTJ3WPM2","ZEUIJ42F"],"link":{"href":"https://www.psychologytoday.com/blog/life-bilingual/201603/what-is-translanguaging","label":"psychologytoday.com"}},{"key":"ZHA6R2YY","type":"videoRecording","title":"Ofelia García - Translanguaging","authors":[],"editors":[],"year":"2017","date":"2017-10-11 2017-10-11","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://www.youtube.com/watch?v=5l1CcrRrck0","language":"","abstract":"Talk of Prof. Ph.D. Ofelia García on the subject \"Translanguaging\" during the Multilingualism & Diversity Lectures 2017.\n\n- Translanguaging is the use of the full linguistic repertoire “without regard for watchful adherence to the socially and politically defined boundaries of named languages”.\n- Oftentimes, it is assumed that bilinguals have one dominant language, and thus there is a hierarchical relationship between their known languages.\n- Bisection of the natural available meaning-making-system of a child (for bilinguals) should be encouraged.\n- A translanguaging classroom takes the student’s unitary linguistic system into account. It offers the opportunity to deploy the full linguistic repertoire.\n\nFor further information visit:\nBlog: https://mudil.blog.uni-hildesheim.de\nFacebook: https://www.facebook.com/MuDiLe2017\n\n►If you like the video, please give a thumps up!\n►If you know somebody for whom the talk would be interesting, please share!\n►If you really like or dislike something in the video, don't hesitate to leave a comment in the section below!\n\nThe talk was recorded during the international ring lecture MuDiLe (Multilingualism and Diversity Lectures) 2017 which took place at the University of Hildesheim (Bühler Campus) from 6/7/2017 to 9/7/2017. We had the honour of hearing the interesting and inspiring talks of internationally relevant academics. Ofelia Garcia, who is Professor at the City University of New York – The Graduate Center, Urban Education Program, was one of them and talked about multilingual acquisition through a translanguaging lens.\nThis lecture is in cooperation with the Competence Area V Social Inequalities and Intercultural Education (SINTER) of the Excellence Initiative of the University of Cologne.","tags":[],"cited":0,"hasFile":false,"checked":true,"added":"2021-10-15","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://www.youtube.com/watch?v=5l1CcrRrck0","label":"youtube.com"}},{"key":"ZEN8JVWB","type":"blogPost","title":"Pinoy Version New Testament - Philippine Bible Society","authors":[],"editors":[],"year":"2018","date":"2018-10-10 2018-10-10T17:07:30+08:00","venue":"","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://bible.org.ph/pinoy_nt/, https://bible.org.ph/pinoy_nt/","language":"en-us","abstract":"What is the Pinoy version?The Pinoy Version (PV) is a new translation of the Bible that tries to capture the most natural and contemporary way of speaking.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2022-10-02","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://bible.org.ph/pinoy_nt/, https://bible.org.ph/pinoy_nt/","label":"bible.org.ph"}},{"key":"GJPHFIKF","type":"webpage","title":"Dr. Michel Kenmogne","authors":[],"editors":[],"year":"2021","date":"2021-08-19 2021-08-19T16:46:35-05:00","venue":"SIL International","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://www.sil.org/leaders/dr-michel-kenmogne","language":"en","abstract":"Michel became SIL’s executive director in 2016, the first non-Western appointed to this position. Born and raised in Cameroon, he grew up speaking the Ghomala’ language but was required to learn French when starting school. He has deep compassion for children facing similar difficulties and longs to see everyone able to use the languages they value most to flourish. Previously, Michel served as director of Wycliffe Global Alliance for Francophone Africa, director of Cameroon Association for Bible Translation and Literacy, and as a visiting lecturer at three universities in Cameroon.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-15","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://www.sil.org/leaders/dr-michel-kenmogne","label":"sil.org"}},{"key":"8RVAQI6A","type":"webpage","title":"Rethinking Language Use in Digital Africa","authors":[],"editors":[],"year":"2021","date":"0000-00-00 20210623BST00:00:00","venue":"Channel View Publications","volume":"","issue":"","pages":"","place":"","publisher":"","edition":"","doi":"","isbn":"","url":"https://www.multilingual-matters.com/page/detail/Rethinking-Language-Use-in-Digital-Africa/?k=9781800412293","language":"en","abstract":"This book challenges the view that digital communication in Africa is relatively unsophisticated and questions the assumption that digital communication has a damaging effect on indigenous African languages. It offers a paradigm of language merging that provides a blueprint for the decolonization of African languages through digital platforms.","tags":[],"cited":0,"hasFile":true,"checked":true,"added":"2021-10-02","prov":"document","printed":"","cites":[],"citedBy":[],"link":{"href":"https://www.multilingual-matters.com/page/detail/Rethinking-Language-Use-in-Digital-Africa/?k=9781800412293","label":"multilingual-matters.com"}},{"key":"IX54E4V6","type":"journalArticle","title":"العبور اللّغويّ: إطارًا تحليليًّا للتّفاعل الاجتماعيّ في الخطاب متعدّد اللّغات","authors":[{"last":"غالي","first":"ناصر بن عبد اللّٰه بن"}],"editors":[],"year":"2024","date":"2024-03-18 2024-03-18","venue":"Applied Linguistics Journal","volume":"1","issue":"1","pages":"116-145","place":"","publisher":"Brill","edition":"","doi":"10.1163/29502225-20240006","isbn":"","url":"https://brill.com/view/journals/alj/1/1/article-p116_6.xml","language":"ar-arab","abstract":"ملخّص ‫غدت الخطابات النّاتجة عن التّقارب العفويّ للّغات المختلفة لحظيّة وعابرة تتجاوز في حيويّتها مفهوم التّعدّديّة اللّغويّة فتجعله غير قادر على التقاط ديناميكيّات التّواصل البشريّ في أيّامنا هذه. وهذا ما خلق إشكاليّة التّعايش المزدوج بين لغات مختلفة وجعل المتخاطبين يتجاوزون استخدام اللّغات المسمّاة بشكل منفصل، إلى التّلاعب بالفضاء اللّغويّ لإبداع تجارب خطابيّة جديدة فريدة من نوعها تعتمد الذّخيرة اللّغويّة الكاملة الّتي بحوزتهم.‬ ‫ونفترض أنّ مفهوم العبور اللّغويّ يمكن أن يكون عدسةً تحليليّةً تيسّر لنا فهم السّلوكيّات اللّغويّة للأشخاص متعدّدي اللّغات في الفضاءات متعدّدة اللّغات. ونهدف، في هذا البحث، إلى إظهار أهمّيّة مفهوم العبور اللّغويّ باعتباره إطارا تحليليّا للتّفاعل اللّغويّ الاجتماعيّ في عالم اليوم المتنوّع لغويًّا وثقافيًّا فنناقش الآثار النّظريّة لاعتماد مفهوم العبور اللّغويّ في تحليل الخطاب متعدّد اللّغات، ونفحص المفاهيم التّحليليّة المختلفة المرتبطة بالعبور اللّغويّ بما يساعد على فهم هذه الممارسات وخصائصها وقضاياها.‬","tags":["code-switching","linguistic repertoire","multilingualism","named languages","translanguaging","التعدّديّة اللّغويّة","الذّخيرة اللّغويّة الكاملة","العبور اللّغويّ","اللّغات المسمّاة","تبديل الشّفرة"],"cited":0,"hasFile":true,"checked":true,"added":"2026-09-16","prov":"record","printed":"","cites":["BSUKJY3G","QJYPPL53"],"citedBy":[],"link":{"href":"https://doi.org/10.1163/29502225-20240006","label":"doi.org"}}]}