State of the art review on translanguaging in education

Florence Bonacina-Pugh, Ildegrada Da Costa Cabral, Jing Huang

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This state-of-the-art review focuses on translanguaging in education. In recent years, scholars have engaged in the conceptualisation of 'translanguaging' (e.g. García, 2009; García & Wei, 2014a; Wei, 2018) as well as in conducting a vast and ever-increasing number of empirical studies, in educational contexts in particular. This article aims to take stock of the different ways in which 'translanguaging' has been conceptualised and of the ways in which it has been interpreted and applied in the study of multilingualism in diverse educational contexts across the globe. Our review exercise shows that 'translanguaging' has been conceptualised within two different approaches, which we propose to call the 'fixed language approach' and the 'fluid languaging approach'. It further shows how 'translanguaging' has been studied within these two approaches in different educational contexts. We finish our review by calling for new methodologies adapted to a linguistics of fluidity and by considering critically translanguaging as a scholarly phenomenon.

Original languageEnglish
Pages (from-to)439-471
Number of pages33
JournalLanguage Teaching
Issue number4
Publication statusPublished - 17 Nov 2021

Bibliographical note

Publisher Copyright:
Copyright © The Author(s), 2021. Published by Cambridge University Press.

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language


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