Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?

2010/02/03 by ANGELA CREESE, Angela Creese, ADRIAN BLACKLEDGE +1 · 2,161 citations
Arts and Humanities · Psychology · Social Sciences · #Argument (complex analysis) #Artificial intelligence #Bilingual education #Computer science #EFL/ESL Teaching and Learning #Linguistics #Mathematics education #Multilingual Education and Policy #Neuroscience of multilingualism #Pedagogy #Perspective (graphical) #Philosophy #Psychology #Second Language Learning and Teaching #Sociology #Translanguaging

paper · doi:10.1111/j.1540-4781.2009.00986.x

published in Modern Language Journal 94(1), 103-115 (Wiley)

openalex publication_date 2010/02/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05

Abstract

This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.

Citations

• Bilingualism With and Without Diglossia; Diglossia With and Without Bilingualism

Cited by

• Corpus linguistics for language teaching and learning: A research agenda
• A Transdisciplinary Framework for SLA in a Multilingual World
• Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
• Reconceptualizing the Nature of Goals and Outcomes in Language/s Education
• An Emergent Perspective on the Use of the First Language in the English‐as‐a‐Foreign‐Language Classroom
• Immersive Versus Nonimmersive Approaches to TESOL: A Classroom‐Based Intervention Study
• Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities
• Translanguaging and Literacies
• Making all repertoires count: Re‐envisioning TBLT through critical multilingual language awareness
• New spaces of new speaker profiles: Exploring language ideologies in transnational multilingual families
• Research tasks on identity in language learning and teaching
• Understanding EFL Learners' Code-Switching and Teachers' Pedagogical Approaches in LLM-Supported Speaking Practice
• A BIBLIOMETRIC ANALYSIS OF SECOND LANGUAGE ACQUISITION BETWEEN 1997 AND 2018
• Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms
• From Practice to Policy: Developing Quality Criteria for Multilingual Education in Early Childhood Settings
• The influence of bilingualism on third language acquisition: Focus on multilingualism
• The Cambridge Handbook of Language Standardization
• Translanguaging and Identity in Educational Settings
• Translanguaging in generative AI prompting among Vietnamese EFL learners: an exploratory mixed-methods study
• Rethinking translanguaging: (Trans)bordering, spatiality, and academic discourse socialization in a graduate TESOL classroom
• Beyond translingual playfulness: Translingual precarity
• New speakers of minority languages: the challenging opportunity – Foreword
• Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity
• Clarifying translanguaging and deconstructing named languages: A perspective from linguistics
• Pedagogical Translanguaging
• Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia
• Translanguaging in mainstream education: a sociocultural approach
• “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL
• Negotiating funds of knowledge and symbolic competence in the complementary school classrooms
• Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond
• Translanguaging as a vehicle for epistemic access: cases for reading comprehension and multilingual interactions
• Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions
• Defining Multilingualism
• The Cambridge Handbook of Discourse Studies
• Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments
• Language and literacy development in a Canadian native community: Halq'eméylem revitalization in a Stó:lō head start program in British Columbia
• Making visible invisibilized repertoires: Children translanguaging towards reconfiguring the linguistic landscape of a neighbourhood museum
• Translanguaging-to-learn: Evidence from a L2 Chinese classroom
• Evolving 50-50% bilingual pedagogy in Alberta: what does the research say? [europepmc]
• Child-caregiver interaction in two remote Indigenous Australian communities. [europepmc]
• Learning Words in Two Languages: Manipulating Exemplar Variability for Within- and Cross-Language Generalization. [europepmc]
• Social robots in a translanguaging pedagogy: A review to identify opportunities for robot-assisted (language) learning. [europepmc]
• The Effects of Home Language Use on Spanish Speech Measures in Bilingual Children With Hearing Loss Who Use Cochlear Implants and Their Peers With Normal Hearing. [europepmc]
• Transnational intergenerational relationships and doing transcultural family through mandarin learning: an ethnographic glance at Chinese dynamics in four intercultural families in Germany. [europepmc]
• Breaking down linguistic barriers: The radical impact of translanguaging on pre-service EFL teachers' perspectives in Turkey. [europepmc]
• Zhuang-Mandarin bilingual children in rural China and the role of grandparental input in early bilingualism. [europepmc]
• A SWOT analysis of translanguaging in healthcare education: overcoming language barriers for future professionals. [europepmc]

Related

• Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
• Pedagogical Translanguaging
• Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities
• “I think I am bilingual, but…”: Teachers’ practices of and student’ attitudes toward translanguaging in a Chinese intercultural communication class
• Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project