The concept of translanguaging is widely used in studies on multilingualism and language learning nowadays and it is important to distinguish between spontaneous translanguaging and pedagogical translanguaging. Spontaneous translanguaging refers to the discursive practices of multilingual speakers that have not been planned by the teacher and…

In recent years multilingual approaches to teaching have been widely discussed and translanguaging has been proposed as a pedagogy that offers very positive results in many contexts. Overall, the need to reverse monolingual assumptions among teachers and to adapt pedagogical translanguaging to each context has been highlighted. For that purpose,…

In Content and Language Integrated Learning (CLIL), the design of a language policy at school level is not only bound up with the number of languages used for learning and the number of hours devoted to teaching those languages, but also with the fact that language becomes specialised in relation to the subject, which impacts on the methodology…