Recently, there has been a surge of literature on the implementation of translanguaging pedagogy and practices in science education settings. By activating and validating learners' full communicative repertoire, translanguaging holds promise to build an inclusive science learning community where multilingual learners' ways of knowing are not only…

This study aims to provide a bibliometric analysis of the status of multilingualism in EMI research, research topics on multilingualism in EMI and future research directions. Based on a sample of 175 articles from Web of Science (WoS), the results show that (1) multilingualism in EMI research has been gradually growing since 2000 and it comes to a…

Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today's classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of…

This review article reflects on the notion of pedagogy in English language teaching and teacher education. To advance in the state of the art at stake, forty-four articles were profiled out of eighty-eight to trace how pedagogy has been built as a universal that carries onto-epistemological consequences. The analysis here concentrated on the…

The article proposes a remodeling of Tertiary Language Didactics (TLD) against the backdrop of empirical findings from German-speaking areas and the notions of translanguaging and "compétence plurilingue." TLD as a multilingual didactics approach for the initial stages of L3 learning developed in the 1990s in the field of "German as…

This systematic literature review examined 61 empirical studies published from 2010 to 2022 on translanguaging. The review explored the trends and scientific strengths of the studies, the reported pedagogical components, and the affordances and challenges of translanguaging. 70.49% of the studies took place in elementary schools and in 65.57% in…

This article outlines a literature review of the current anglophone academic literature pertaining to plurilingualism. We summarize 24 of the most pertinent articles in terms of resistance to the adoption of plurilingual pedagogy; key factors in changing attitudes toward the approach; identified classroom options; and implications for teacher…

Clinical Question: Would the performance on a narrative task (O) differ for a bilingual child with a potential language disability (P) when using a translanguaging approach to narrative language sample analysis (I) compared to restricting narratives to one language per task (C)? Method: Systematic Review. Study Sources: Google Scholar. Search…

The past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A…

Digital multimodal composition affords emergent bilingual students (EBs) distinct opportunities to engage with content, develop aspects of identity, and learn about new technology and composing processes. Multimodal composition also offers opportunities for students to leverage the full range of their linguistic repertoires. This study seeks to…

Community language schools provide language and cultural education to young people. Forming a key education sector worldwide with an estimated two million enrolments, these community-run, out-of-hours schools nonetheless tend to be marginalised by 'mainstream' education and 'mainstream' educational research. There has been a dramatic increase in…

To better understand the factors facilitating or impeding the translation of "promising controversies" (Taylor & Snoddon, 2013, p. 439) of plurilingualism theory into meaningful practices, this article presents a synthesis of 30 empirical studies on plurilingual pedagogy as enacted and experienced by educators and learners in various…

The purpose of this study was to provide a systematic review of research that has been carried out between 2006 and 2016 on the role of language in early grade (Grades 1-4) mathematics teaching and learning in three countries--Kenya, Malawi and South Africa. These countries were selected because they have similar characteristics: teaching and…