The languaging curriculum involves learning to strategically make use of available tools and resources to successfully do things with English for real-world purposes. In this article, we describe how languaging was implemented in a task where students communicate about a hobby of their choice on Reddit discussion forums. Over three weeks, the…

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited…

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular,…

Pedagogical translanguaging refers to the use of different planned strategies based on activating students' resources from their whole linguistic repertoire . The aim of this article is to examine the theoretical foundations of pedagogical translanguaging and its application in the classroom. The core characteristics of pedagogical translanguaging…

Translanguaging has been put forth as an asset-based perspective to language education that recognizes the diverse communicative repertoires of plurilingual students. In this thematic review, we highlight the potential of translanguaging as a pedagogical approach in fostering educational equity and generating critical dialogue among various…

Suresh Canagarajah is Edwin Erle Sparks Professor and Director of the Migration Studies Project, Departments of Applied Linguistics and English, Pennsylvania State University, USA. Having a BA with a major in English from the University of Kelaniya, Sri Lanka, and a PhD in Applied Linguistics from the University of Texas at Austin, USA, Professor…

Translanguaging as pedagogical practice and a theory of language has gained increasing importance in recent years. However, little research has reported Chinese English-as-a-foreign-language students' perceptions of translanguaging; neither has research examined the predictive effects of the factors contributing to the amount of student…

From 2017 to 2019, the first two authors, Zhongfeng and Elizabeth, and a team of researchers set off on a journey through four iterative cycles of infusing translanguaging into an undergraduate Teaching English to Speakers of Other Languages certificate program at a United States urban institution. Their goal was to learn how to prepare future…

This article describes an innovative approach to introducing translanguaging in an English for academic purposes (EAP) course at a young Sino-US joint-venture university in China. To promote the use of Chinese students' full linguistic and communicative repertoires in an English-medium-of-instruction university, I intentionally incorporated…

Although many language teachers resort to their first language (L1) at various junctures during their practice, not many studies have tried to understand the reasons for this from teachers' personal perspectives. This study aimed at investigating English as a foreign language (EFL) teachers' cognitive processes during their classroom…

This study investigated learning vocabulary in group work at university in Vietnam. The students were studied in two kinds of group settings, "unassisted" and "assisted", the first consisting of five students from the same class level and the second of four from the same class and a student from a higher class. Differences were…