Translanguaging in Schools Around the World: A Review of 21st Century Research

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Multilingual, Immigrant, and Refugee Students: Disrupting Linguistic Boundaries and Interrogating Normative Labels (Table 10)

Abstract

Translanguaging is becoming a popular theoretical and pedagogical term in twenty-first century research, yet less is known about the social contexts and impact of translanguaging in classroom settings. This paper presents findings from a systematic review of research on translanguaging in elementary and secondary classrooms around the world. We analyzed 163 studies published between 2000-2020 to examine recent trends related to their foci, contexts, and benefits to learners. Our findings include insights on the international take-up of translanguaging across varied content areas and countries, as well as benefits to students’ academic skills, identity development, and critical consciousness in the classroom. Findings also include implications for policies and programs focused on multilingualism, and directions for future research on translanguaging in schools.

Authors

• Grace MyHyun Kim, University of Texas at Austin
  Presenting Author

• Laura Van Dike Adair, University of Texas at Austin
  Presenting Author

• Heather Dunham, Clemson University
  Presenting Author