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Translanguaging pedagogy has widely attracted interests from studies of second or foreign language teaching. Corrective feedback has long been recognized for its value on improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of corrective feedback on learners’ second language writing performance, especially the influence of oral corrective feedback. This paper aims at exploring the effects of translanguaging in tutors’ oral corrective feedback (OCF) on Chinese EFL learners’ argumentative writing in six-week writing tutorials. 12 first-year Chinese college students and a Chinese tutor of English participated in the study at a university in Central China. The findings showed positive effects of translanguaging in OCF on Chinese EFL students’ argumentative writing performance. It attempts to make some contributions to EFL writing instruction. Teachers can alter their monolingual medium of English only to adapt to students’ needs, focus on students’ language practices, and create a language education ecological environment through translanguaging pedagogy.

The Challenge Translanguaging, as a sociolinguistic practice, has been curricularized as a pedagogical tool for bilingual teachers. Despite its essential principle regarding the fluidity and dynamic nature of language use, translanguaging is inadvertently used by bilingual teachers as a proxy for translation and racialization rather than cultivating culturally and linguistically sustaining practices. This qualitative case study of one teacher preparation program uses Asian critical race theory to examine Chinese bilingual preservice teachers' (N = 102) raciolinguistic ideology discourse in their reflections on using translanguaging pedagogy. Thematic analysis in daily logs, lesson reflection papers, and exit tickets indicated two contrasting findings: (1) When the exchange value for (White) English language is privileged, translanguaging pedagogy is used for differentiated translations and to seek affirmations shaped by raciolinguistic ideology. (2) When the use value for Chinese languages and cultures is prioritized, translanguaging pedagogy is used for culturally and linguistically sustaining practices as well as the elicitation of ethnolinguistic funds of knowledge among participants and their emergent bilinguals. This study argues that if and when translanguaging pedagogy is used critically, bilingual teachers can promote culturally and linguistically sustaining practices, mitigating issues of inequity in the process of (trans)language curricularization.

The present paper discusses how insights from translanguaging theory and pedagogy can help inform and promote genre pedagogy for teaching business communication courses such as writing and translation. To this end, the first part traces and reviews the developments of genre theory and pedagogy in tandem with translanguaging theory and pedagogy, thus teasing out their similarities and differences in historical roots, core premises, theoretical frameworks, and research methodologies. In light of these integrated accounts, the second part of the paper proposes a genre-based pedagogical framework augmented with key tenets and general principles of translanguaging pedagogy to design and implement task activities and classroom practice in teaching business communication courses in the Greater Bay Area (GBA). The paper then outlines perceivable advantages and potential challenges to the application of this translanguaging-informed genre-based pedagogical approach in curriculum design and professional training practice in superdiverse megapolis regions such as the GBA.

While there has been a lot of recent research on teachers’ translanguaging practices in K-12 educational contexts, research on teachers’ translanguaging practices in higher education is sparse, and even more so within the contexts of internationalized higher education, such as found in the Arab states of the Gulf. Over the last two decades, there has been a rapid growth of international branch campuses (IBCs) offering English-medium degree programs in the Gulf. As these programs include bi- and multi/plurilingual teachers and students, they are a ripe setting for exploring translanguaging practices. Therefore, this study examines teachers’ translanguaging ideologies and practices at an American IBC in Qatar. Twenty-two bi- and multi/plurilingual faculty members and lab instructors completed a survey about translanguaging practices and a purposeful sampling of these instructors were video-recorded teaching their courses and then interviewed using stimulated-recall techniques. The results show that while instructors may report minimal mixing of languages in classrooms at this IBC due to different ideological tensions, in practice instructors still engage in translanguaging for various pedagogical purposes, both inside and outside of the classroom space. The study additionally sheds light on the complexities of the linguistic ecology of internationalized universities when it comes to translanguaging practices.

This mixed-method study explores foreign language teachers’ use of Translanguaging Pedagogies (TP) in online teaching, supported by the artificial intelligence tool ChatGPT (Chat Generative Pre-trained Transformer). TP refers to the strategic integration of two or more languages during instruction, while ChatGPT is an AI-powered conversational agent that produces context-sensitive and human-like responses. Participants included English (N=35), German (N=9), and French (N=9) language teachers in the pre-sessional program of a Turkish university, selected via convenience sampling. Quantitative data were gathered through a researcher-developed questionnaire that examined the frequency of TP use in online sessions. Qualitative data were obtained via semi-structured interviews, which focused on how teachers integrated ChatGPT into their translanguaging practices. Quantitative data were analyzed using the Mann-Whitney U and Kruskal-Wallis tests, while qualitative responses were examined through content analysis. Findings from the questionnaire revealed no significant difference in TP usage between male and female teachers. However, statistically significant differences emerged between bilingual and multilingual teachers, as well as between teachers of English and those of German and French. Multilingual teachers more frequently incorporated multiple languages and cultural elements in online instruction. Interview results indicated that teachers employed ChatGPT to (1) design multilingual teaching and assessment materials, (2) support pre-writing activities, and (3) provide multilingual feedback on student writing. Overall, ChatGPT was viewed as a practical, creative, and time-efficient tool that enhanced teaching effectiveness. The study concludes by suggesting implications for the integration of AI tools into translanguaging pedagogy in online language education. У дослідженні за допомогою змішаного методу представлено вивчення використання викладачами іноземних мов Педагогіки Трансмовлення (ПТ) в онлайн-навчанні за підтримки інструменту штучного інтелекту ChatGPT (Chat Generative Pre-trained Transformer). ПТ означає стратегічну інтеграцію двох або більше мов під час навчання, тоді як ChatGPT – це розмовний агент на основі штучного інтелекту, який видає контекстно залежні відповіді, схожі на людські. У дослідженні взяли участь викладачі англійської (N=35), німецької (N=9) та французької (N=9) мов, які навчаються на передсесійній підготовчій програмі в турецькому університеті, відібрані за методом випадкової вибірки. Кількісні дані були зібрані за допомогою розробленого дослідником опитувальника, який вивчав частоту використання ПТ під час онлайн-сесій. Якісні дані були отримані за допомогою напівструктурованих інтерв’ю, які були зосереджені на тому, як викладачі інтегрували ChatGPT у свої перекладацькі практики. Кількісні дані аналізували за допомогою U-критеріїв Манна-Уітні та Крускала-Уолліса, а якісні відповіді досліджували за допомогою контент-аналізу. Результати анкетування не виявили суттєвої різниці у використанні ПТ між учителями-чоловіками та вчителями-жінками. Однак статистично значущі відмінності були виявлені між двомовними та багатомовними вчителями, а також між вчителями англійської мови та вчителями німецької та французької мов. Багатомовні вчителі частіше використовували кілька мов і культурних елементів в онлайн-навчання. Результати інтерв’ю показали, що вчителі використовували ChatGPT для (1) розробки багатомовних навчальних та оцінювальних матеріалів, (2) підтримки підготовки до написання робіт і (3) надання багатомовного зворотного зв’язку щодо письмових робіт учнів. Загалом ChatGPT розглядався як практичний, креативний та економічний інструмент, що підвищує ефективність викладання. На завершення дослідження запропоновано висновки щодо інтеграції інструментів штучного інтелекту в Педагогіку Трансмовлення в онлайн-навчанні іноземних мов.

O presente artigo procura propor um modelo de aplicação prática da pedagogia translíngue e oferecer uma contribuição dirigida ao aluno da educação básica brasileira, oportunizando o desempenho de tarefas através do inglês e do português, de maneira decolonial, e vinculando os entendimentos linguísticos emergentes em sala de aula aos conhecimentos conceituais que surgem a partir de tarefas colaborativas. Partindo da noção de língua como repertório (GARCÍA e WEI, 2015; BUSCH, 2015), propõe uma reflexão sobre os encadeamentos da teoria translíngue (GARCÍA, 2009; GARCÍA e WEI, 2015; GARCÍA, JOHNSON e SELTZER, 2017) na educação linguística, buscando apresentar os pontos convergentes entre a translinguagem e o ensino com base em tarefas.

Multilingual learners (MLs) in U.S. schools continue to face systemic inequities shaped by monoglossic instructional ideologies and a deficit orientation towards their linguistic and cultural resources. Translanguaging pedagogy has emerged as a promising response, but it remains underexplored in STEM contexts. This study presents a systematic meta-synthesis of 20 U.S.-based empirical studies examining how translanguaging has been conceptualized and enacted in K–12 STEM classrooms with MLs, using an interpretive approach. The review identified four overarching themes. First, research and practice gaps reveal contextual, conceptual, and disciplinary limitations, particularly a lack of translanguaging work in math, early elementary settings, and English-dominant classrooms. Second, translanguaging was conceptualized as a syncretic and disciplinary practice, challenging rigid boundaries between languages, discourses, and modes while positioning MLs’ full repertoires as generative of disciplinary knowledge. Third, students and teachers were positioned as local agents of knowledge and practice. MLs were framed as designers of disciplinary meaning while teachers acted as collaborators and local policymakers. Fourth, the review identified persisting challenges, including language separation ideologies, narrow interpretations of translanguaging, and policy constraints. This synthesis contributes an interdisciplinary, equity-oriented framework bringing second language acquisition and STEM education, centering MLs as legitimate epistemic participants in STEM.

Translanguaging is discussed widely in the literature as a new pedagogical tool for English-medium instruction (EMI) that can challenge monolingual assumptions, mitigate English language barriers, and advocate for the full use of linguistic resources in meaning making. Different EMI lecturers have been found to hold diverse translanguaging perceptions and have adopted a variety of its functions. However, more needs to be known to close the knowledge gap between how each lecturer envisions and practices their translanguaging pedagogies, if any. Employing a qualitative method using data from semi-structured interviews and classroom observation, this study investigated three Chinese tertiary EMI engineering lecturers’ translanguaging perceptions and practices. Taken together, these three cases illustrate the complex relationship between translanguaging perceptions and practices according to their interactional (e.g., students’ difficulties in understanding full EMI), socio-cultural (e.g., the socially constructed value of full EMI), and personal factors (e.g., EMI teaching experiences). We propose that the negotiation among these three domains can promote or withhold the transfer of translanguaging perceptions into practice. We use our findings to call for EMI training programs to encourage lecturers’ reflections regarding what languages are or can be used in EMI classrooms and how and why from socio-cultural, personal, and interactional perspectives.

In the past two decades translanguaging has proven to be a potent concept in applied linguistics, having generated a large amount of literature that explores theoretical and empirical dimensions of this linguistically inclusive pedagogical approach to language teaching and learning. This systematic literature review focuses on empirical studies that draw on the translanguaging framework in English language teaching (ELT) and beyond. Following PRISMA guidelines for systematic reviews, this study aims to shed light on the current state of knowledge about the affordances of translanguaging pedagogies in a plethora of educational contexts worldwide and to highlight possible avenues for future research. Eleven databases were searched to obtain a dataset spanning from 2011 till February of 2021 and yielding nearly 3000 publications. After duplicate removal, abstract screening, and application of the inclusion/exclusion criteria, a total of 233 studies were coded and analysed to address the research questions. As a result, this systematic review synthesizes the state of knowledge on pedagogical translanguaging, with the aim to inform educators about developments in this rapidly growing field and support researchers in identifying future research priorities on the subject of drawing on learners’ full linguistic repertoires for linguistically inclusive education.

The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations, and describe what is unique about translanguaging: its beginnings and grounding in educational practice and attention to the performances of multilinguals. The authors argue that multilingualism and bi/multiliteracies cannot be fully understood as simply the use of separate conventionally named languages or separate modes. Instead, translanguaging in literacies focuses on the actions of multilingual readers and writers, which go beyond traditional understandings of language, literacy, and other concepts, such as bi/multilingualism and bi/multilingual literacy. The authors show how multilinguals do language and literacy and how they do so in school. The authors review case studies that demonstrate how a translanguaging literacies framework is used to deepen multilingual students’ understandings of texts, generate students’ more diverse texts, develop students’ sense of confianza (confidence) in performing literacies, and foster critical metalinguistic awareness. The authors end by discussing implications for literacy pedagogy, as well as literacy research, that centers multilingual students.