Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners' unitary language repertoire as resources for their learning. Despite the potential pedagogical benefits of translanguaging, English-only policies are still prevalent in many language classrooms. Even when…

In a bilingual school, the linguistic and semiotic resources of students who speak one, two or several languages can be used in classroom discourse in order to embrace and strengthen the multiplicity of voices and languages in teaching and learning. In this article, four English language lessons -- where the medium of instruction mainly oscillates…

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…

Research literature has shown that teachers code-switched to a language which is not the medium of instruction to help students understand subject matter and establish interpersonal relations with them. However, little is known about the extent to which teachers code-switch in content subject classrooms compared to language classrooms. Using…

Considering a Latin@ fifth-grade dual-language classroom (Spanish/English) as a community of practice, this paper explores how a bilingual teacher and her bilingual students, as members of such community, utilize translanguaging (García, 2009) as a learning and teaching tool in social studies and science classes. In this particular classroom, the…