What is Translanguaging

1.

The fluid use of multiple linguistic and semiotic resources as a single repertoire. Learn more in: Raising Awareness of the City as a Text: Multimodal, Multicultural, and Multilingual Resources for Education

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An approach that allows and incorporates written and oral usage of different languages in the classroom. Learn more in: Preparing Teachers to Foster Multilingual Literacy

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The interaction between two languages to communicate ideas, information, and concepts. This term implies that both languages are of equal status and contribute equally to meaning making using the learner's full language repertoire. A growing pedagogical practice in the education of emergent bilinguals. Learn more in: Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies

4.

Refers to bilingual or multilingual individuals’ complex and strategic ways of using two languages as part of the meaning-making process. Learn more in: Parental Perspectives on Dual Language Classrooms: The Role of the African American Parents

5.

The act of using different languages interchangeably, in order to overcome language constraints, to deliver verbal utterances or written statements effectively, and to ultimately achieve successful communication ( Csillik & Golubeva, 2019b ). Learn more in: Translanguaging Practices in Early Childhood Classrooms From an Intercultural Perspective

6.

The dynamic process whereby multilingual individuals mediate complex social and cognitive activities by employing multiple semiotic resources. Learn more in: The Multilingual Classroom in Translator Education: Students and Teachers as Co-Participants

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The process by which multilingual writers access and employ features and strategies from their full linguistic repertoire for knowledge- and meaning-making in communicative contexts. Learn more in: Multilingual Writing Support: Fostering Critical Consciousness Through One-to-One Writing Conferencing

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The process of utilizing all language resources that an individual has to communicate. Learn more in: Dynamics of Translanguaging Practices

9.

The process by which multilingual speakers draw on different languages, cognitive and semiotic resources to make meaning. Learn more in: Literacies of the Body: Opening the Doors of the Mind Through Embodied Learning and Imaginative Processes

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The process whereby multilingual speakers use their languages as an integrated communication system. Learn more in: The Power of Inclusion: Embracing Multilingual E-Learning Opportunities in Science Education

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An integrated communication system in which multilingual speakers make use of their linguistic sources and repertoires ( Canagarajah, 2011 ). Learn more in: Multilingualism in Minority Groups: A Comparison Study of Monolingual and Multilingual Individuals

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A term coined by Cen Williams in 1994 and made popular by Garcia (see References above), which describes the process whereby speakers of various languages (English, Italian, Spanish, etc.) utilize multiple languages simultaneously so to facilitate communication and comprehension between them. Learn more in: The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy

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The process whereby bi/multilingual speakers utilize their language repertoires as an integrated communication system. It refers to “the act performed by bilinguals of accessing different linguistic features or various modes … to maximize [their] communicative potential” (García, 2009 AU34: The in-text citation "García, 2009" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 160). Learn more in: Using Multicultural Children's Literature to Leverage Student Cultural Competence and Promote Social Justice

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The act performed by bilinguals of accessing different linguistic features or modes to maximize communication. Learn more in: Keys to Understanding the Writing Development of Emergent Bilingual Students

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Translanguaging ( Garcia & Li, 2014 ) is a language practice of bilinguals where bilingualism acts not as two autonomous language systems, but as one linguistic repertoire with features that have been socially constructed as belonging to two separate languages. The epistemological changes that are taking place as global interaction, real and virtual, define our language exchanges, create a transformational nature of language in new configurations of language practices and education. Learn more in: Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom

16.

The ability of multilingual speakers to move back and forth between languages, and the pedagogical approaches, which support bilingualism. Learn more in: Preparing Teachers to Effectively Engage With Young English Language Learners and Immigrant Families: A Research Review

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The process whereby multilingual speakers use their languages as an integrated communication system. Learn more in: Supporting EFL Science Students Through a Multilingual Approach to Blended Learning

18.

It means making use of more than one language in one classroom, as linguistic resources for teaching in a multilingual classroom. Learn more in: The Impact of Multilingualism on Teaching and Learning: A Case of Sesotho Home Language in One University in South Africa

19.

The process whereby multi/bilingual speakers or learners use their linguistic resources to make sense of and interact with the world around them. Learn more in: Trans[cultura]linguación: An Intercultural Approach to the Revitalization of Indigenous Languages

20.

The deliberate or spontaneous use of two (or more) languages inside the same lesson. Pedagogical translanguaging consists of pre-planned activities or strategies for the inclusion of the learners’ native language in the foreign/second language classroom with pedagogical objectives. Learn more in: CLIL Teachers' Beliefs and Practices: How Can Teacher Training Help?

21.

The process of making meaning and shaping knowledge and experience by using the repertoire of languages available. Learn more in: An Overview of Multilingual Learners' Literacy Needs for the 21st Century

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The use of Spanish and English to make meaning. Learn more in: Developing Cultural Competence in an Occupational Therapy Program in a Border Institution in South Texas

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When individuals shuttle between languages, treating them as part of an integrated system. Learn more in: Bridging the Gap: The Use of Translanguaging in Shared Readings

24.

The process whereby bi/multilingual speakers utilize their language repertoires as an integrated communication system. It refers to “the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential” (García, 2009, p. 160). Learn more in: Role of Immigrant Parents' Attitudes and Practices in Emergent Bilingual Students' Language Use and Translanguaging Performance

25.

The fluid language practices of multilinguals that is based on a unitary language system, as opposed to the idea of two (or more) separate and encapsulated language systems. Learn more in: Emergent Bilinguals in Rural Schools: Reframing Teacher Perceptions Through Professional Development

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the specific benefits of utilizing all of the students' linguistic knowledge to prevent capable students from being excluded from higher level critical thinking opportunities based on access to English language (García, 2009). Learn more in: Kindergarten Writing: Utilizing Funds of Knowledge in a Digital Classroom

27.

The process of utilizing one’s linguistic resources and knowledge in multiple languages for negotiation of meaning and sense-making. Learn more in: What Teachers Need to Know About English Language Learners' Translanguaging in the Classroom

28.

The natural tendency of multilingual people to use language forms that suit the purpose of the task or communicative need. Learn more in: Transforming the Education of Immigrant Youth: Program Implementation and Instructional Planning

29.

The use of participants’ multilingual repertoire in an event which was supposed to be developed in a specific language (e.g. the use of the L1 in an EMI context). In contrast with code-switching, translanguaging is usually planned. Learn more in: “He's a Good Lecturer in Any Language”: Shifting From L1 to English and Implications for EMI Training

30.

The process whereby multilingual speakers utilize their languages as an integrated communication system. Learn more in: The Transborderization of Neoliberalism: In the Trenches of Cultural and Linguistic Equity for Social and Educational Transformation

31.

The process whereby multilingual speakers use their languages as an integrated communication system. Learn more in: No Student Left Behind: Enabling Cognition of Scientific Knowledge Through Multilingual E-Learning Pedagogies

32.

The process in which multilingual speakers use their languages as an integrated communication system. Learn more in: Challenges for Inclusive Education Through Home Languages in the Caribbean Part of the Kingdom of the Netherlands: Challenging Colonial and Neo-Colonial Beliefs About the Role of Languages in Education

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A process in which multilingual speakers use their languages as an integrated communication system to strategically decipher and relay meaning. Learn more in: Applied Empathetic Instruction for Limited-Level English Learners With Weekly Grade-Level CSOs: Where to Begin Assessment and Instruction

34.

Sociolinguistic practices that make use of multiple linguistic affordances in a given social context. Learn more in: Sociolinguistic and Educational Perspectives on Code Switching in Classrooms: What Is It, Why Do It, and then, Why Feel Bad about It?

35.

The dynamic and fluid linguistic practice that bilinguals/multilinguals use in order to make sense of their world by selecting features from their linguistic repertoires. Learn more in: Creating Space for Dynamic Language Use: Cultivating Literacy Development through Translanguaging Pedagogy in EAL Classrooms

36.

Writing technique where writers reflectively consider language choices to incorporate their identity with language use. Learn more in: Linguistic Diversity in the Global Classroom Both Fact and Fiction

37.

A theory of language where students call upon multiple resources in support of their language practices. Learn more in: Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies: “How We Communicate Everything”

38.

Drawing on the entirety of one’s linguistic skills in the process of learning. Learn more in: Toward Racially-Just Multilingual Classroom Pedagogy: Transforming Learning Centers for the K-5 Classroom

39.

When a person uses their unitary linguistic system without restriction. Learn more in: Supporting Advanced Multilingual Speakers as Individuals: Translanguaging in Writing

40.

This term refers both to an approach to understanding bi/multilinguals’ language use and a pedagogy that seeks to leverage bi/multilingual speakers language use in their language development and education in general. According to a translanguaging view, bi/multilingual speakers never shut down the features associated with one societally constructed language. They conform to the social constraints of language naming and separation according to the socially created restrictions and create new practices that are complex, dynamic, fluid, and sensitive to context. Learn more in: Moving Towards Translanguaging: Service-Learning That Leverages Emerging Bilinguals' Linguistic Development

41.

a pedagogical process of using more than one language within a classroom lesson with language learners’ linguistic resources to make sense of contextual meanings in interacting with other people. Learn more in: Perspectives on Language Teacher Identity in the Context of a Post-Pandemic “New Normal” Epoch

42.

The individuals’ use of their diverse linguistic systems and resources (plurilingual repertoire) that, when used in a dynamic, flexible, and complex manner, allow for knowledge construction. Learn more in: Good Practices in ESP: The Interplay Between Technology and Interaction Through Multimodal and Multichannel Practices

43.

A theoretical concept and a pedagogical approach to integrate languages in teaching through a holistic approach, by encouraging transfer across languages and by bringing the students' linguistic repertoires and identities to the fore. Learn more in: “English in the Kindergarten: Towards Multilingual Education”: Good Practices From a Teacher Training Program in Greece

44.

The act of utilizing more than one language to communicate more effectively. This is a common practice by speakers who were raised bilingual. Learn more in: Teachers' Code-Switching in Bilingual Primary Education: A Literary Review of its Pedagogical Functions

45.

“Using one’s idiolect, that is, one’s linguistic repertoire, without regard for socially and politically defined language labels or boundaries” ( Otheguy et al., 2015 , p. 297). Translanguaging theory is disinterested in the idea of languages as separate codes and views language as a socially situated practice and resource. From a pedagogical perspective, translanguaging refers to a pedagogy for diverse learners and multilingual classrooms where the teacher deliberately and strategically incorporates practices that encourage the use of students’ full linguistic repertoires. Learn more in: Teacher Agency in Creating Multilingual and Multicultural Pedagogies in College Classrooms

46.

Translanguaging is the abilty and act of using language learner’s full language repertorie. Learn more in: Affordances and Challenges of Translanguaging Pedagogy for In-Service Content Area Teachers

47.

Valuing the use of a person’s full linguistic repertoire in the classroom. Learn more in: Love and Language: Peace Building in the Foreign Language Classroom

48.

Refers to a socio-linguistic process which comprises morphology (i.e. word choice), syntax (i.e., grammatical structures), phonology (i.e., pronunciation), register (i.e., formal vs. informal), and idiolect (i.e., stylistics). While encompassing the idea of “code-switching,” translanguaging is a fluid process that responds to the social and cultural constraints placed upon language choice. Learn more in: Mi Familia: Authentic Parent-Child Writing During Literacy Night

49.

The ability of multilingual students to shuttle between and among languages in their communication repertoires without regard for distinct language boundaries. Learn more in: (Not) Lost in Translation: Multilingual Students, Translation, and Translanguaging in First-Year Writing

50.

Moving fluidly between multiple languages. Learn more in: The Disruptive Potential of Critical Writing Pedagogies in Elementary Literacy Methods Courses

51.

The practice of multilingual individuals making use of all their linguistic knowledge in education, for example, to achieve their goals. Learn more in: Local Implementation of International Baccalaureate in the Japanese Secondary School System: How Good Practice Is Positively Impacting Education Provision

52.

The use of multiple languages including learners’ home languages during the process teaching and learning. Learn more in: Multilingualism and Its Impact in Teaching and Learning of Science Education

53.

Also known as code-switching, translanguaging accepts the use of both languages—the students’ L1 and the L2, English—in the classroom. Both languages are valued equally, and they may be used to maximize comprehension and scaffold content and language within the EMI context. Learn more in: Researching English as a Medium of Instruction in University Lecturers' Teaching Methodology: A Proposal for In-Service Training

54.

The act of using different languages interchangeably, in order to overcome language constraints, to deliver verbal utterances or written statements effectively, and, to ultimately achieve successful communication. Learn more in: Dealing With Language Gap in a Hungarian-English Early Childhood Classroom