Translanguaging in the classroom: Emerging issues for research and pedagogy

Abstract

This article attempts to synthesize the scholarship on translanguaging conducted in different academic disciplines and social domains, and raises critical questions on theory, research and pedagogy to take the orientation forward. The literature review highlights the overly cognitive and individualistic focus on translanguaging competence, the need to explore this communicative practice in domains other than conversation, and the failure to develop teachable strategies of translanguaging. Findings from a classroom ethnography of a writing course are marshaled to develop teaching strategies for the co-construction of meaning and orientations for assessing effective translanguaging practices.