Blog Table of Contents

The table of contents is divided into three sections: “Posts for Teachers,” “Posts for Teacher Educators,” and “Posts for Researchers.”

Posts for Teachers

Posts about Dynamic Translanguaging: What Do Students Naturally Do with Language(s) in Class?

What is translanguaging?

What are the various functions of students’ spontaneous translanguaging in class?

Does it matter how many students in the class speak each language?

Does it matter how the languages are valued in the wider society?

Do teachers’ own bi/multilingual identities matter and influence their students’ translanguaging?

Why do teachers need to critically shape students’ spontaneous translanguaging practices?

Posts about Pedagogical Translanguaging: How Can Teachers Teach Using Students’ Languages?

Why YOU (yes, you) as a teacher should translanguage more, rather than “as little as possible”

How most teachers actually advocate a balance between translanguaging and target language focus

How to combine translanguaging and task-based language teaching (TBLT)

How to use translangauging in Content Language Integrated Learning (CLIL)

How translanguaging can scaffold discipline-specific academic literacies in English

How to use translanguaging to scaffold vocabulary development across languages

How to harness as learning resources the diversity of languages in your class that you don’t speak

How to look for proof that translanguaging benefits learning (and where NOT to look for such proof)

How to foster critical language awareness and linguistically inclusive classroom/school communities

Posts for Teacher Educators

Development for Pre-Service Teachers

What do pre-service teachers need to know to teach linguistically diverse students?

What background factors influence pre-service teachers’ openness to translanguaging?

What do teachers think about translanguaging the first time they hear about it?

How is translanguaging related to students’ emotional well-being?

Why the key to language learning is whether students are actively doing stuff that leads to language learning (e.g., translanguaging-to-learn, as well as target language practice)—not the classroom language policy or the native speaker status of the teacher

What accounts for individual variation in perception of the same classroom language practices?

What is the difference between language development and literacy development? (SUPER IMPORTANT)

Is there such a thing as “balanced bilingualism”?

Development for In-Service Teachers

What is postmethod pedagogy?

What benefits and challenges can we expect from international English teacher professional development?

Analyzing classroom talk, lesson 1: Turn-taking

Analyzing classroom talk, lesson 2: Contextualization

Analyzing classroom talk, lesson 3: Narrative

Analyzing classroom talk, lesson 4: Framing

Can we have translanguaging in assessments? Why it might make the assessments even more valid if we did… reflects the multilingualism of most societies

How children acquire language(s) when growing up in multilingual societies… and how we can make educational systems more equitable

Development for Teachers of Heritage, Indigenous, and Less Commonly Taught Languages

Theorizing heritage language teaching

Challenges to national linguistic diversity

Is translanguaging compatible with indigenous language revitalization?

Older versus younger immigrant children’s language repertoires and what that has to do with their social practices

Posts for Researchers

Introduction to the Field of Translanguaging (and Other Bi/Multilingual Practices)

What was the historical development of translanguaging?

What is code-switching?

What is code-meshing?

What is the “multi/plural turn”: a new way to conceptualize language acquisition?

What is plurilingualism vs. translanguaging?

How is translanguaging different from multivocality, borrowing, and stylization (constructs that recognize distinct languages)?

More Advanced/Controversial Issues

Why is one famous critical applied linguist not impressed by most translanguaging research?

Do definitions of translanguaging remain justice-oriented?

Is translanguaging in education inherently critical?

Why might teachers not find translanguaging socially appropriate?

Why might students be uncomfortable with translanguaging?

Can bi/multilingual assessments end up as problematic as monolingual ones?

The worldwide spread of CLIL (Content Language Integrated Learning) and EAP (English for Academic Purposes): Is it a problem?

How do we implement translanguaging practices that are more useful to a wider range of national/global citizens and their learning needs, apart from students of CLIL or EAP?

Why do people in Linguistics not use the term “translanguaging”?

Research Methods

How not to take interview data for granted “as is”: The interview as social practice

Language choice when interviewing people about their language practices

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