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Translanguaging in education

Published online by Cambridge University Press:  17 November 2021

Florence Bonacina-Pugh ,
Ildegrada da Costa Cabral  and
Jing Huang
Florence Bonacina-Pugh*
Affiliation:
The University of Edinburgh, Edinburgh, UK
Ildegrada da Costa Cabral
Affiliation:
The University of Birmingham, Birmingham, UK
Jing Huang
Affiliation:
The University of Bath, Bath, UK
*
*Corresponding author. Email: [email protected]
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Abstract

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

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

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