Translanguaging Pedagogy in Two-way Dual Language Bilingual Education: A Qualitative meta-analysis

• In Event: AERA Roundtable Session Sunday 11:45 am
  In Roundtable Session: Translanguaging

Abstract

Translanguaging has become increasingly significant in understanding how emergent bilinguals leverage their full linguistic and cultural repertoires for learning. This qualitative meta-analysis reviews empirical studies from 2014-2024 that examine translanguaging pedagogy in two-way dual language bilingual education (TWBE) classrooms. Guided by inquiries into pedagogical enactment and associated learning affordances and challenges, three primary themes emerged: (a) translanguaging as identity work, (b) ideological coherence in practice, and (c) creation of critical translanguaging spaces. Findings highlight that translanguaging in TWBE fosters metalinguistic awareness, deeper comprehension, and positive identity formation, yet its transformative outcomes are often constrained by strict language-separation policies.

Author

• Jung Won Hyun, Ewha Womans University