We report on U.S. middle school Arabic-speaking students who were agentive in translanguaging for disciplinary learning during social studies inquiry and suggest specific ways that students' academic learning and bilingual development can be supported through translanguaging in the context of English-dominant classrooms. We engaged in design-based…

Translanguaging supports emergent bilingual students to draw on languages they bring to the classroom to learn, even as they develop English. This practice also supports schools to develop stronger partnerships with students' communities. Mina Hernandez Garcia, Mary J. Schleppegrell, Hasna Sobh, and Chauncey Monte-Sano report on a…

For years, the teaching of content-based academic language to multilingual learners has focused on formulas, vocabulary lists, and sentence patterns--often sidelining students' linguistic and cultural strengths. Gisela Ernst-Slavit and Margo Gottlieb address these challenges by embracing academic "languaging," an active, collaborative…

We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students' participation in classroom activities; we argue that language learning is a process…