Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices. Trans-semiotizing theories further broaden the…

Language usage in US K-12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021; Palmer et al., 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el espan~ol; otro idioma colonizador. Some…

This commentary discusses the four papers that comprise the special issue on dialogic teaching and learning, while making general observations that apply across the field as a whole. Similarities and differences are identified over the concepts of "dialogue" and "dialogic pedagogy". The possibility is raised that some aspects…

Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from…

Analyzes classroom practice in Brunei and suggests alternative teaching strategies to enable teachers to more easily manipulate the classroom culture to achieve the objectives of the bilingual education system while maintaining class control. McLellan argues that in a multilingual situation, the lines between languages are fuzzy so extent that…