Translanguaging in multilingual education

Abstract

<p>Translanguaging has developed into a pedagogical philosophy, a theory of language and an analytical perspective which emphasizes teachers' and students' agentive use of multiple linguistic and non-linguistic resources to generate new configurations of language and pedagogical practices. This entry will explain how translanguaging can transform the multilingual classroom into an equable space of learning that honors students' diverse linguistic and multimodal repertoire. The entry will further explain how translanguaging can be adopted as an analytical perspective to understand multilingual classroom interactions, as well as how teachers can create translanguaging spaces in the classroom to enable them to achieve their specific pedagogical goals. Examples drawn from Hong Kong English-Medium-Instruction secondary classrooms will be provided. Theoretical and methodological implications for adopting translanguaging as an analytical lens for language education research will be discussed.<br></p>