Through reviewing six ethnographic case studies that apply translanguaging as instructional practice across different content areas, this literature review describes how translanguaging has been taken up by teachers in different classrooms to leverage students’ full linguistic repertoires. Findings show that translanguaging as pedagogy facilitates students’ understanding of new content, supports their bilingualism and biliteracy, and goes beyond scaffolding to challenge the hegemony of English. However, the implementation of translanguaging as pedagogy in classrooms still faces challenges. Read More

Alsu Gilmetdinova interviews Dr. Maria Estela Brisk, Professor of Education at Boston College. Dr. Brisk shares her understanding of translanguaging, suggestions on how teachers—both multilingual and monolingual—can support translanguaging practices in the classroom, and her thoughts on the future of translanguaging. Read More

In this interview, Kate Seltzer, coauthor of the recent book The Translanguaging Classroom: Leveraging Student Bilingualism for Learning, engages in a conversation with Dr. Alsu Gilmetdinova about the nature of translanguaging, the monolingual ideologies it challenges, and how a translanguaging stance has served as a basis for culturally and linguistically responsive curricular design. Read More