Towards sustainable translanguaging: reconsidering its role in minority language education

Abstract

Pedagogical translanguaging has become an innovative approach to support language learning and foster inclusive classroom practices. However, its implementation in contexts where minority languages coexist raises critical questions about its impact on language revitalisation processes. This paper engages with the debate opened by Cenoz and Gorter (2017) in Journal of Multilingual and Multicultural Development on sustainable translanguaging, offering a situated reflection on the sociolinguistic context of Navarre (Basque Country, Spain). Drawing on a theoretical review and an analysis of the Navarrese context, it discusses the tensions and contradictions that this strategy may generate, as well as measures to ensure its sustainability, including the creation of breathing spaces, the development of sociolinguistic awareness, and the key role of teacher education faculties. It concludes that translanguaging can become a tool to strengthen–rather than weaken–the presence of Basque in schools, provided it is carefully planned and adapted to the sociolinguistic conditions of each setting.