By investigating the first thirty minutes of ten initial student group meetings (cf. Rampazzo & Aranha, 2019), this study explores the interactional resources that participants display during online talk-ininteraction. Multimodal Conversation Analysis is applied to the data consisting of "Gesprächsanalytisches Transkriptionssystem 2"…

Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers' limited understandings of translanguaging. As a result of a new 2017 multilingual education policy for early childhood, the first author designed a…

This study documents the notion of unilateral translanguaging--the configuration of translanguaging spaces to disproportionately privilege a dominant language or its speakers. We analyze four teachers' translanguaging practices in a Portuguese-English two-way immersion (TWI) program in the United States. Rather than focusing on whether and how…

The purpose of this study is to investigate the role of place-consciousness in teaching through critical literacies pedagogies and how place-consciousness shapes a teacher's decision-making in critical literacy practices. This classroom-based ethnographic study was carried out at a school in the Northeastern United States. One language teacher was…

Translanguaging and trans-semiotizing research has problematized the static view of language and argued that meaning making is a dynamic, material, social, and historical process across multiple timescales in complex eco-social systems. The second author proposed the concept of trans-semiotizing as an alternative lens to study language teaching…

Translanguaging (TL) theory underscores individuals' agentive deployment of all semiotic resources to construct meaning, highlighting language as part of an integrated repertoire for communication. To explore the potential of pedagogical TL in Chinese vocabulary instruction, this paper focused on one Chinese Language Arts lesson from a larger…

A high school English teacher/doctoral student and two university researchers share a three-part framework for educating emergent bilinguals across disciplines with these constructs: language, literacy, and love. Through long-term professional development, teachers at two high schools began to view language as translanguaging, literacy as…

Context: Transnational emergent multilingual (TEM) adolescents are young people who maintain emotional, social, economic, and physical connections and networks to more than one country, often a home country and a host country. Because of their linguistic identities and varied schooling experiences, when they enroll in U.S. public schools, many are…

This present book addresses language and its diverse forms in an array of professional and practical contexts. Besides discussing the intricacies of specialized settings such as legal, medical, technical or corporate, the collection also focuses on the role of education in relation to professional contexts ranging from challenges in professional…

This paper presents a pilot project which uses a translanguaging approach in order to subvert the power dynamics whereby language learners, refugees and migrants are positioned as defective or ineffective communicators of a target language. The project seeks to create a space, an engineered "contact zone" in which the negative,…

This paper presents results from an ethnographically informed study based on focus group discussions where rural Ngoni farmers in the southern highlands of Tanzania voice their ideas about their cultural heritage, with a special focus on attitudes towards Ngoni culture and cultural changes. With a model based on Ehala [2009. "Connecting the…

Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in…

Given the growing numbers of multilingual learners in public school classrooms and persistent nationwide shortages of ESL-endorsed teachers, it is essential that preservice teachers (PSTs) are prepared to teach multilingual learners in equitable, effective ways. Visioning can help with this, but before developing visions that include being…

For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the 'purity' of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools:…

The purpose of this study was to develop a deeper understanding of a group of South African English Second Language (ESL) Foundation Phase teachers' understanding of, skills in, and training needs to teach phonological awareness (PA) effectively. A qualitative research approach placed within an interpretative paradigm was utilised in two phases.…