Al-Ahdal, A. A. M. H. (2020). Translanguagism and the bilingual EFL learner of Saudi Arabia: Exploring new vistas. Asian EFL Journal, 27(1), 14–26.
Almayez, M. (2019). The Professional Identity Construction of Non-local NNESTs in the Saudi Context. (Doctoral Dissertaion). University of Southampton.
Alsaawi, A. (2019). Translanguaging in the case of bilingual university students. International Journal of English Linguistics, 9(6), 281–286.
Anderson, J., & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210–1231. https://doi.org/10.1080/13670050.2018.1548558
Back, M., Han, M., & Weng, S.-C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and Education, 34(5), 387–406. https://doi.org/10.1080/09500782.2020.1744638
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters.
Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada Journal, 36(1), 21–47.
Caldas, B. (2019). To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning. TESOL Journal, 10(4), e485.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(2011), 1–28.
Canagarajah, S. (2013a). Negotiating translingual literacy: An enactment. Research in the Teaching of English, 48(1), 40–67.
Canagarajah, S. (2013b). Translingual practice. Routledge.
Carroll, K. S., & van den Hoven, M. (2017). Translanguaging within higher education in the United Arab Emirates. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 141–156). Multilingual Matters.
Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging (elements in language teaching). Cambridge University Press.
Chang, S.-Y. (2019). Beyond the english box: Constructing and communicating knowledge through translingual practices in the higher education classroom. English Teaching & Learning, 43(1), 23–40. https://doi.org/10.1007/s42321-018-0014-4
Chu, S.-S.C. (2017). Translanguaging in reading comprehension assessment: Implications on assessing literal, inferential, and evaluative comprehension among ESL elementary students in Taiwan. NYS TESOL Journal, 4(2), 19–35.
Conteh, J. (2018a). Translanguaging. ELT Journal, 72(4), 445–447.
Conteh, J. (2018b). Translanguaging as pedagogy: A critical review. In A. Creese & A. Blackledge (Eds.), The routledge handbook of language and superdiversity (pp. 473–487). Routledge.
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115.
Csillik, É., & Golubeva, I. (2020). Translanguaging practices in early childhood classrooms from an intercultural perspective. In C. A. Huertas-Abril & M. E. Gomez-Parra (Eds.), International perspectives on modern developments in early childhood education (pp. 15–39). IGI Global.
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240.
Cummins, J. (2011). Preface. In A.-M. De Mejía & C. Helot (Eds.), Empowering teachers across cultures: Enfoques Críticos, perspectives Croisées (pp. 5–8). Peter Lang.
Deroo, M. R., & Ponzio, C. (2019). Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens. Bilingual Research Journal, 42(2), 214–231.
Doiz, A., & Lasagabaster, D. (2017). Teachers’ beliefs about translanguaging practices. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 157–176). Multilingual Matters.
Elashhab, S. (2020). The impact of translanguaging on the EFL competence development arabic speaking learners. The Asian EFL Journal, 27(3.1), 393–413.
Fang, F. G., & Liu, Y. (2020). ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 1–18.
Flores, N. (2013). The unexamined relationship between neoliberalism and Plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500–520.
Flores, N., & García, O. (2013). Linguistic third spaces in education: Teachers’ translanguaging across the bilingual continuum. In D. Little, C. Leung, & P. Van Avermaet (Eds.), Managing Diversity in education: Languages, policies, pedagogies (pp. 243–256). Multilingual Matters.
Galante, A. (2020). Translanguaging for vocabulary development: A mixed methods study with international students in a Canadian English for academic purposes program. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens (pp. 293–328). Springer.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley.
García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: leveraging student bilingualism for learning. Caslon.
García, O., & Otheguy, R. (2019). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35. https://doi.org/10.1080/13670050.2019.1598932
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Palgrave Macmillan.
García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–255.
Goodman, B., & Tastanbek, S. (2021). Making the shift from a codeswitching to a translanguaging lens in English language teacher education. TESOL Quarterly, 55(1), 29–53.
Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92, 102272.
Hall, G. (2020). Framing the realities of TESOL practice through a translanguaging lens. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens (pp. 67–90). Springer.
Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. https://doi.org/10.1017/S0261444812000067.
Holmström, I., & Schönström, K. (2018). Deaf lecturers’ translanguaging in a higher education setting: A multimodal multilingual perspective. Applied Linguistics Review, 9(1), 90–111.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Jenkins, J. (2018). Not english but english-within-multilingualism. In S. Coffey & U. Wingate (Eds.), New directions for research in foreign language education (pp. 65–78). Routledge.
Jenkins, S. (2010). Monolingualism: An uncongenial policy for Saudi Arabia’s low-level learners. ELT Journal, 64(4), 459–461.
Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2019). Multilingual students’ use of translanguaging in science classrooms. International Journal of Science Education, 41(15), 2049–2069. https://doi.org/10.1080/09500693.2018.1477261
Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.
Kwihangana, F. (2021). Enhancing EFL students’ participation through translanguaging. ELT Journal, 75(1), 87–96. https://doi.org/10.1093/elt/ccaa058%JELTJournal
Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing morphological awareness across languages: Translanguaging pedagogies in third language acquisition. Language Awareness, 29(1), 41–59. https://doi.org/10.1080/09658416.2019.1688338
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654.
Lin, A. M. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74–89.
May, S. (2013). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.
Moody, S., Chowdhury, M., & Eslami, Z. (2019). Graduate students’ perceptions of translanguaging. English Teaching & Learning, 43(1), 85–103. https://doi.org/10.1007/s42321-018-0019-z
Mwinda, N., & Van der Walt, C. (2015). From “English-only” to translanguaging strategies: Exploring possibilities. Per Linguam: A Journal of Language Learning, 31(3), 100–118.
Nambisan, K. (2014). Teachers’ attitudes towards and uses of translanguaging in English language classrooms in Iowa. Iowa State University.
Omidire, M. F. (2019). Embracing multilingualism as a reality in classrooms: An introduction. In M. F. Omidire (Ed.), Multilingualism in the classroom: Teaching and learning in a challenging context. Juta & Co pulishing.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
Pennycook, A. (2016). Mobile times, mobile terms: The trans-super-poly-metro movement. In N. Coupland (Ed.), Sociolinguistics: Theoretical debates (pp. 201–216). Cambridge University Press.
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Pinto, J. (2020). Chinese teachers’ attitudes towards translanguaging and its uses in Portuguese foreign language classrooms. Theory and Practice of Second Language Acquisition, 1(6), 11–30.
Ponzio, C. M., & Deroo, M. R. (2021). Harnessing multimodality in language teacher education: Expanding English-dominant teachers’ translanguaging capacities through a multimodalities entextualization cycle. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.1933893
Prilutskaya, M. (2021). Examining pedagogical translanguaging: A systematic review of the literature. Languages, 6(4), 180.
Rafi, A. S. M., & Morgan, A.-M. (2022). Translanguaging as a transformative act in a reading classroom: Perspectives from a Bangladeshi Private University. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2021.2004894
Rajendram, S. (2021). Translanguaging as an agentive pedagogy for multilingual learners: Affordances and constraints. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2021.1898619
Stille, S. V. V., Bethke, R., Bradley-Brown, J., Giberson, J., & Hall, G. (2016). Broadening educational practice to include translanguaging: An outcome of educator inquiry into multilingual students’ learning needs. The Canadian Modern Language Review, 72(4), 480–503.
Sun, Y., & Lan, G. (2020). Enactment of a translingual approach to writing. TESOL Quarterly, 55(2), 398–426.
Tian, Z. (2021). Translanguaging design in a third grade Chinese language arts class. Applied Linguistics Review. https://doi.org/10.1515/applirev-2021-0024
Tian, Z., Aghai, L., Sayer, P., & Schissel, J. L. (2020). Envisioning TESOL through a translanguaging lens in the era of post-multilingualism. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens (pp. 1–20). Springer.
Vaish, V. (2019). Challenges and directions in implementing translanguaging pedagogy for low achieving students. Classroom Discourse, 10(3–4), 274–289.
Vaish, V., & Subhan, A. (2015). Translanguaging in a reading class. International Journal of Multilingualism, 12(3), 338–357. https://doi.org/10.1080/14790718.2014.948447
Vallejo, C., & Dooly, M. (2020). Plurilingualism and translanguaging: Emergent approaches and shared concerns: Introduction to the special issue. International Journal of Bilingual Education and Bilingualism, 23(1), 1–16. https://doi.org/10.1080/13670050.2019.1600469
Velasco, P., & García, O. (2014). Translanguaging and the writing of Bilingual learners. Bilingual Research Journal, 37(1), 6–23. https://doi.org/10.1080/15235882.2014.893270
Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 33–59.
Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.
Wiley, T. G., & García, O. (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. The Modern Language Journal, 100(S1), 48–63.
Yasar Yuzlu, M., & Dikilitas, K. (2022). Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. Innovation in Language Learning and Teaching, 16(2), 176–190. https://doi.org/10.1080/17501229.2021.1892698
Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678–694.
Rights and permissions
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Disclaimer:
This article is autogenerated using RSS feeds and has not been created or edited by OA JF.
Click here for Source link (https://www.springeropen.com/)