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  • Revised manuscript - O.Afitska

    Accepted author manuscript, 759 KB, PDF document

    Embargo ends: 1/05/21

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Translanguaging in diverse multilingual classrooms in England: oasis or a mirage?

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>1/05/2020
<mark>Journal</mark> The European Journal of Applied Linguistics and TEFL
Issue number1
Volume9
Number of pages29
Pages (from-to)153-181
Publication StatusPublished
<mark>Original language</mark>English

Abstract

This article takes the idea of multiple language use in classroom settings, also known as pedagogical translanguaging, as its starting point and a) proposes a framework that illustrates to teachers the power of pedagogical translanguaging, b) highlights its strengths drawing on empirical classroom data (namely, learner performance data, teacher and learner interview data), c) investigates factors that can hinder the effective use of pedagogical translanguaging in mainstream classrooms, and d) proposes classroom practices that encourage the use of translanguaging in educational contexts where teachers are largely monolingual, that is speak only the language of mainstream instruction.