Translanguaging: developing its conceptualisation and contextualisation

By Gwyneth Lewis, Bryn Jones, C. Baker. 2012

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Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices (2019, background): “Second, plurilingualism is often inhibited in local contexts where official education policy discourses have a long-standing endorsement of monolingual classroom methodologies (Lin 2013a). The Chinese language is the ‘basic medium of instruction’ and a compulsory learning module, regardless of major”
Exploring translanguaging in CLIL (2019, background): “Coyle, Hood, and Marsh (2010) advocate ‘blended instruction’ in CLIL through code-switching (15) which they associate with translanguaging, defined as ‘a systematic shift from one language to another’ (16).”
Clarifying translanguaging and deconstructing named languages: A perspective from linguistics (2015, background): “…for a variety of purposes, especially in education (Blackledge and Creese 2010; Canagarajah 2011a, 2011b; Creese and Blackledge 2010; García 2009; García and Wei 2014; García and Otheguy 2015; Hornberger and Link 2012; Lewis et al. 2012a, 2012b; Wei 2011; Lin 2014; Sayer 2013; Williams 1994).”
A Multilingual Perspective on Translanguaging (2017, methodology): “Translanguaging was originally used by Williams (1994) to refer to ‘‘the planned and systematic use of two languages inside the same lesson’’ at school (Baker, 2011, p. 288), as also noted by Garcı́a (2009) and Lewis, Jones, and Baker (2012).”