Search Results (80)

This paper presents a qualitative analysis of multilingual past-tense constructions produced by Italian–Peruvian speakers in Turin (Italy). Drawing on data from the Stra-ParlaTO corpus, the study aims both to describe the multilingual practices of this community and to assess the explanatory potential of Diasystematic Construction Grammar for language-contact phenomena. After reviewing code-mixing, translanguaging, and second-language acquisition approaches, the paper argues that these frameworks converge in recognising the role of structural similarity in the emergence of hybrid productions, but leave underspecified the nature of the abstract linguistic knowledge that makes them possible. The analysis shows that speakers generalise across Italian passato prossimo and Spanish pretérito perfecto compuesto, developing an abstract language-unspecific construction that licenses both monolingual and mixed realisations. These findings suggest that Diasystematic Construction Grammar provides a cognitively plausible account of multilingual constructions and can be fruitfully extended to recent migration settings. Full article

As multilingual, transnational TESOL teacher educators, we recognize the transformative potential of translanguaging in preparing teachers for culturally and linguistically diverse classrooms in the United States. In response, we have intentionally integrated translanguaging into our teacher education courses, striving for curricular reform and ideological shifts within TESOL preparation. This collaborative self-study examines our experiences as we navigate the theoretical, pedagogical, and institutional complexities of promoting translanguaging in higher education. Through structured reflections and analysis of teaching artifacts, we identified three key themes. First, engaging with translanguaging prompted ideological reorientations, allowing us to critically reflect on our linguistic identities and challenge deeply rooted monolingual ideologies. Second, our efforts to implement translanguaging revealed pedagogical tensions—particularly in moving beyond viewing it as scaffolding and in addressing the translanguaging and code-switching debate—which required adaptive strategies. Third, collaborative dialogue served as a catalyst for professional growth, fostering a community of practice that enabled us to refine our approaches and advocate for translanguaging more effectively. This study contributes to TESOL teacher education by offering insights into the lived experiences of teacher educators, highlighting key challenges and possibilities in translanguaging integration, and underscoring the need for sustained professional learning communities to support faculty and teachers in enacting translanguaging in diverse educational contexts. Full article

Language is social, as it is used by individuals to communicate and exchange ideas in society. Language is also cognitive, as the primary function of language, even before communicating and exchanging ideas, is to think. This article connects the social representations of what bilingualism is in the United States and how transnational youth are talked about in U.S. society with how both of these social representations create cognitive representations (e.g., thoughts, ideas, and beliefs) about transnational youth that result in negative educational policies and practices and shameful psychological and behavioral experiences for these youth. We begin with an ethnosemantic analysis of the word “bilingual” in the U.S. and then use the cognitive linguistic phenomena of conceptual metaphor and conceptual metonymy to explain how bilingualism is cognitively viewed as a “shameful problem” in society for transnational youth. We link linguistic shame, brought on by the social cognitive representations of bilingualism as transnational youth metonymically being incomplete, broken, in disrepair, fractured, unsettled, displaced, lacking fully built linguistic structures, not fully in possession of any language, to the phenomenon of and conceptual metaphor of TRANSNATIONAL YOUTH’S BILINGUALISM IS LINGUISTIC HOMELESSNESS. We conclude by putting forth a new metaphor, TRANSNATIONAL YOUTH FUNDS OF KNOWLEDGE ARE MYCELIAL NETWORKS, that rejects the concept of linguistic homelessness by pointing to these youth’s expanding networks of fluid languaging practices, transnational academic skills, and ever adapting identities. Through this new discourse, we advocate for new ways of socially talking about transnational youth and their languaging practices that may lead to different cognitive representations of these students; reorienting bilingualism from a problem to a resource and a right. Full article

In multilingual contexts such as the Basque Autonomous Community, fostering cross-linguistic awareness is essential to support literacy development and overall academic achievement. This study investigates a pedagogical intervention aimed at developing morphological awareness as a foundation for cross-linguistic reflection to enhance reading comprehension. A quasi-experimental design was implemented in a trilingual school with 70 sixth-grade students who were assigned to an experimental group (n = 24) or a control group (n = 46). Over a six-week period, the experimental group received explicit morphological instruction in the curricular languages—Basque, Spanish, and English. Morphological awareness and reading comprehension were assessed in all three languages. Although no statistically significant improvements were observed in reading comprehension, the experimental group demonstrated significantly greater gains in morphological awareness across the three languages. In addition, out-of-school exposure to Basque was positively associated with both morphological awareness and reading comprehension, highlighting the role of linguistic input. A strong association was also found between morphological awareness and reading comprehension, supporting the interdependence of these skills. Overall, the findings underscore the potential of pedagogical translanguaging to foster metalinguistic awareness across languages in multilingual educational contexts. Full article

In a globalised and interconnected world, transnational families must navigate heritage language (HL) practices within dominant majority languages (ML), often with limited institutional support. Focusing on a small and understudied community of Hungarian-speaking transnational families in Israel, this study explores how HL development is maintained and negotiated within the framework of family language policy in a dynamic multilingual environment. Fifteen Hungarian-speaking parents from bilingual Hungarian-Hebrew families participated in semi-structured sociolinguistic interviews conducted in Hungarian. A mixed-methods approach was used to analyze the interview data. Quantitative analysis was used to identify the distribution and relative frequency of language use across families. At the same time, qualitative analyses show how parental ideologies and strategies relate to HL development. The findings show that while HL input remains central in parental speech, children frequently respond using both HL and ML, indicating a dynamic bilingual repertoire and a translanguaging orientation. Overall, HL development is negotiated, maintained through cultural and emotional ties, flexible bilingual practices and dynamic family language policies. Full article

Multilingual learners (MLs) in U.S. schools continue to face systemic inequities shaped by monoglossic instructional ideologies and a deficit orientation towards their linguistic and cultural resources. Translanguaging pedagogy has emerged as a promising response, but it remains underexplored in STEM contexts. This study presents a systematic meta-synthesis of 20 U.S.-based empirical studies examining how translanguaging has been conceptualized and enacted in K–12 STEM classrooms with MLs, using an interpretive approach. The review identified four overarching themes. First, research and practice gaps reveal contextual, conceptual, and disciplinary limitations, particularly a lack of translanguaging work in math, early elementary settings, and English-dominant classrooms. Second, translanguaging was conceptualized as a syncretic and disciplinary practice, challenging rigid boundaries between languages, discourses, and modes while positioning MLs’ full repertoires as generative of disciplinary knowledge. Third, students and teachers were positioned as local agents of knowledge and practice. MLs were framed as designers of disciplinary meaning while teachers acted as collaborators and local policymakers. Fourth, the review identified persisting challenges, including language separation ideologies, narrow interpretations of translanguaging, and policy constraints. This synthesis contributes an interdisciplinary, equity-oriented framework bringing second language acquisition and STEM education, centering MLs as legitimate epistemic participants in STEM. Full article

This study explored dynamic assessment (DA) of writing in a linguistically and culturally diverse context. Drawing on conceptualizations of DA and ecological languaging competencies (ELC), an ELC-based Loop Pedagogy was designed and adapted in a primary English language teaching (ELT) classroom aiming to foster ongoing development of a dynamic, dialogic, and differentiated assessment approach. A mixed methods research design was adopted with data sources including questionnaires, lesson observations, interviews, and documents/artifacts of student works. Research findings indicated that with optimized choices of learning, timely scaffolding, personalized written feedback, as well as a caring and supportive environment, students with diverse learning needs improved their writing abilities, enhanced their language awareness, and increased their positive affect toward writing activities. Full article

This systematic review examines how translanguaging has been integrated into educational assessment, a domain historically dominated by monolingual norms. Drawing on 33 empirical studies published between 2012 and 2023, we employed an inductive–deductive coding approach to analyze how translanguaging is enacted across assessment types and its implications for teaching, learning, and equity. The literature was concentrated in North America. Findings reveal affordances of translanguaging assessments including more authentic demonstrations of knowledge, deepen content learning, affirm multilingual identities, and reduce linguistic anxiety and challenges including perceptions of illegitimacy, systemic policy constraints, and resource inequities. We argue that translanguaging provides a transformative framework for reimagining assessment as a socially just practice that validates multilingual repertoires. To capture the varied engagements with equity, we conceptualize translanguaging assessment as an epistemological and political stance along a spectrum of justice. The spectrum ranges from access and inclusion to structural transformation to highlight how scholars frame translanguaging within assessment as descriptive practice, pedagogical equity, political resistance, and systemic reimagining. We call for more geographically diverse and methodologically varied research to sustain translanguaging’s impact and inform systemic change. Full article

This conceptual review article explores the intersection of multimodal writing and multilingualism in a contemporary educational context, with a focus on both secondary and post-secondary classrooms. As digital tools, media platforms, and global communication in interconnected spaces reshape literacy practices, students increasingly communicate and express themselves through a range of modes—visual, audio, textual, and gestural—often in more than one language. This article argues for reimagining and reconceptualizing writing to be a multifaceted literacy practice that integrates multimodal digital tools and that invites multilingual literacy opportunities. Drawing on classroom examples and current research on multimodal writing and translanguaging practices in multilingual spaces, the article explores how educators can support students in developing critical literacy skills through multimodal projects that honor linguistic diversity, cultural identity, and multiple means of expression. The article offers practical strategies for scaffolding multimodal writing in multilingual space, creating inclusive literacy environments where multilingualism and multimodality are seen as a resource, not a barrier. Full article

This single case study examines the implementation of a co-designed fifth-grade science unit enhanced by using Virtual Reality (VR) and integrating translingual and transmodal scaffolding strategies to support students’ participation and quality of talk during scientific sensemaking. The co-designed science unit covered physical and chemical changes as part of the fifth-grade science curriculum. The research involves a fifth-grade science teacher and her class of 22 students comprising multilingual learners (ML) and English monolingual learners (EML). This study examines the learning experience of 3 student pairs grouped as ML-ML, EML-ML and EML-EML. Using content analysis, we analyzed 911 min of video data on the six students’ learning in this unit. The results indicate that when the teacher used translingual and transmodal scaffolding strategies introduced during the co-design process, equal participation across MLs and EMLs was observed. The VR pair programming worked well for student pairs in increasing active participation regardless of the pairing, although active participation did not necessarily lead to high quality science talk. Findings of this study provide implications and recommendations for leveraging the scaffolding from teachers, materials, and VR pair programing activity to support the equal participation and quality of talk among all learners during scientific sensemaking. Full article

Translanguaging has become a significant concept in applied linguistics, promoting inclusive education and equitable treatment of languages. However, despite its increasing prominence, the impact of translanguaging pedagogy on second-language (L2) reading proficiency and the methodological rigor of studies in this area remain insufficiently examined. This systematic review, conducted in alignment with the PRISMA guidelines, addresses these gaps by analyzing 21 studies comprising 25 samples that examine the relationship between translanguaging and L2 reading development. The findings indicate a small but statistically significant positive effect of translanguaging on L2 reading comprehension (g = 0.33, CI [0.21–0.45]), though considerable variation exists across studies. Qualitative research (k = 9) generally reports favorable outcomes, while quantitative studies (k = 16) present mixed findings—ten studies show positive effects, whereas six report no significant impact. The methodological assessment highlights several shortcomings, including the absence of a priori power analysis, inconsistencies in reporting instrument and coding reliability, insufficient transparency in data reporting, and vagueness in the implementation of translanguaging practices. Additionally, contextual trends reveal a need for more research in underrepresented regions and secondary school contexts. This review emphasizes the importance of conducting rigorous, contextually diverse research to validate translanguaging as an effective approach for enhancing L2 reading proficiency. Full article

Academic English support is crucial for English as an Additional Language (EAL) nursing students in English-medium nursing education programmes. However, empirical research on content and language integrated learning (CLIL) within this specific context remains limited. This study, informed by recent advancements in translanguaging and trans-semiotising (TL-TS) theory, investigates the patterns of teacher collaboration in nursing CLIL and its impact when employing a TL-TS pedagogical approach. Analysis of students’ pre- and post-tests and multimodal classroom interactions reveals that effective collaboration between nursing specialists and language experts in CLIL can be fostered by (1) aligning with language education principles through the incorporation of internally persuasive discourse (IPD) about language learning and TL-TS practices; (2) simulating potential professional contingencies and co-developing coping strategies using TL-TS; and (3) elucidating nursing language norms through TL-TS and IPD. We advocate for re-imagination of CLIL in English-medium nursing education through an organistic–procedural TL perspective and highlight its potential to enhance EAL nursing students’ development of language proficiency and professional competencies. Full article

Through the testimony of a Tangier female citizen who grew up in the “prolific multilingual Spanish-French-Darija context of international Tangier”, this article analyzes the web of beliefs projected onto both the inherited and local languages within her linguistic repertoire. Starting from the daily realities in which she was immersed and the social networks that she formed, we focus on the representations of communication and her affective relationship with the host societies. The analysis starts from the most immediate domestic context in which Spanish, in its variant Jaquetía (a dialect of Judeo-Spanish language spoken by the Sephardic Jews of northern Morocco) was displaced by French as the language of instruction. After an initial episode of reversible attrition, we witnessed various phenomena of translanguaging within the host society. Following the binomial “emotion-interrelational space”, we seek to discern the affective contexts associated with the languages of a multilingual childhood, and which emotional links are vital for maintaining inherited ones. This shift towards the valuation of the affective culture implies a reorientation of the gaze towards everyday experiences as a means of research in contexts of language contact. Full article

This article explores the potentialities of “translanguages” as a lens for interpreting transnational women authors whose writing navigates multiple languages. By “translanguages”, we refer to the generation of a collage that results either from the writer’s alternation of various languages within the same work or from their concoction of a language of their own that reappropriates the contents and expressions of various source languages. We will illustrate our tenets by exploring case studies from Assia Djebar and Maxime Garcia Diaz. By resorting to feminist close-reading methodology, we intend to interrogate the possibilities of interpretation (and their limits) from a socially situated position. This, in turn, involves our approach to how the authors’ multiple languages interact and operate upon one another to create meaning and, last but not least, our analysis of the extent to which the transnational and translingual position of these authors shapes our own situated interpretations of the texts as readers. Full article

Pre-service teachers in Spain play a pivotal role in the multilingual turn in education. While research has confirmed the benefits of using pedagogical translanguaging in developing learners’ multilingual competence, practical examples of its implementation within teacher training courses remain scarce. Considering this gap, this teaching proposal aims to address the lack of classroom-based examples and employs translanguaging pedagogy as a frame of reference to enhance first-year preschool trainee teachers’ English communicative competence at the University Jaume I (Castelló, Spain). In this way, learners’ language awareness will be improved by using the languages that form their whole language repertoire alongside their linguistic experiences to deepen their understanding of English. The development of planned teaching strategies and multilingual activities is expected to foster prospective teachers’ multilingual competence and inform their future teaching practice. Full article