Translanguaging in the classroom: Emerging issues for research and pedagogy

Abstract

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