This study examined an in-service teacher's enactment of code-meshing and code-switching pedagogies in a clinical summer reading clinic, as a requirement for a reading specialist program. Thus, the enactment of code-meshing pedagogies was based upon embracing the students' use of African American English (AAE) in academic writing contexts and…

Translanguaging is an increasingly popular concept used in the description of multilingual practices and in language policy and language pedagogy research. In this paper, I argue that the main reason for the rapid increase in the use of this concept is that it has rhizomatic characteristics. My argument is supported by evidence supplied by a…

To address the challenges of teaching and learning among multilingual elementary students, the Philippines, a multilingual country with over 180 languages, implemented the Mother Tongue-Based Multilingual Education (MTB-MLE). Studies on the use of mother tongue have reported positive results among students who share a common language. However, in…

The objective of the study is to explore the possibilities of pedagogical translanguaging as a strategy to develop critical language awareness among a group of primary school students from the Basque Autonomous Community (Spain). The study is part of a broader ethnographically based research project, which was developed over two school years in…

This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students' minority languages. In a control group pre-post-test…

Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire when communicating in social contexts. These multilingual solitudes are challenged when translanguaging…

In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. "Reframing Language Allocation Policy in Dual Language Bilingual Education." Bilingual Research Journal 41 (1): 37-51.] translanguaging…

A critical function of schooling is to provide young writers with opportunities to explore real-life, out-of-school experiences through writing. However, literacy instruction in U.S. schools primarily (and sometimes almost exclusively) focuses on the tested skills, with little recognition of children's diverse backgrounds and experiences. The…

The aim of the present study is to examine the extent to which pedagogic resources based on the principles of translanguaging provide an alternative approach to the teaching of language. The Irish language situation provides a good context in which to investigate the potential for transglossic resources to function as effective teaching resources…

The Bilingual Education Act was passed in 1968 to address the challenges faced by emerging bilingual students in U.S. schools. Fifty years later, ideologies promoting bilingual education persist with a discourse of "one nation, one territory, one language nationalism." The bilingual and multiple language repertoires necessary for…

This article examines the use of translanguaging as a pedagogical tool to support learning within bilingual classrooms in schools in Wales. Translanguaging is considered within non-pedagogic and pedagogic school contexts; hence, a distinction is made between universal and classroom translanguaging. Translanguaging has evoked debate surrounding the…

Research suggests that identity matters for school success and that language and identity are powerfully intertwined. A monolingual solitudes understanding of bilingualism undermines children's bilingual identities, yet in most bilingual education classrooms, academic instruction is segregated by language and children are encouraged to engage in…

In this paper we report on a longitudinal study of the linguistic development among Turkish-speaking children in Denmark. A series of data were collected from a group of children attending a public school in Køge during the period 1989-1998 and from the same group--now in their 20s--in 2006-2007. The data set has been analyzed from a number of…

This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the…