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2. Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems.

Author

He, Peichang and Lin, Angel M. Y.

Subjects
*ENGLISH language education, *MULTILINGUALISM, *SEMIOTICS, *INTEGRATED learning systems, *STUDENT engagement
Abstract

This article drew on the recent dynamic, distributed view of translanguaging and flows and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students exemplified how students and teacher engaged in dynamic translanguaging, trans-semiotizing and trans-registering. The analysis supports the dynamic, heteroglossic, trans/languaging view of language learning and sheds light on some of the current queries about translanguaging. 本文應用學者近年提出的動態分散性超語流動觀 和新唯物意義構建觀 兩種理論對以英語作爲教學語言(EMI)的中學科學課堂中内容與語言融合教學 (CLIL)的活動進行了探索, 透過精細地分析課堂上母語為廣東話的科學教師與其母語為烏都語的學生之間多語多模態的課堂互動, 為師生如何投入動態超語, 超符號及超語域的交流提供了示例。 數據分析支持動態的、話語混雜的、超語的語言學習觀, 並為目前有關超語的一些疑問提供了解釋。 This article explored the content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom based on two recent theories of translanguaging and meaning making. The detailed analysis of classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students offered an example of how students and teacher engaged in multilingual and multimodal interactions during CLIL lessons. The findings of this research shed light on some of the current queries about translanguaging. [ABSTRACT FROM AUTHOR]

Published
2024
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6. Can the Monkey King break through the 'Jin-Gang-Quan' (金剛圈)? Overcoming the multiple contradictions in EMI education.

Author

Lin, Angel M. Y.

Subjects
*ENGLISH language education, *MULTILINGUALISM, *SOCIAL pressure, *NEOLIBERALISM, *DECOLONIZATION
Abstract

Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and equitable English language education remains fraught with difficulties. Monolingual English continues to dominate assessments and academic publishing, and critical scholarship often appears powerless. I discuss the need for critical research to be grounded in praxis and discuss the struggle of EMI researchers against entrenched and renewed coloniality within increasingly neoliberalized academic institutions. I explore these contradictions in an imaginary dialogue between multiple voices. I then propose a research initiative ('PAA-STELE') aimed at overcoming the dominance of monolingual English assessment. I conclude that through collective action and a steadfast commitment to critical-ethical principles, we may effect change, albeit slowly and incrementally, within the English language education field. [ABSTRACT FROM AUTHOR]

Published
2024
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9. Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings.

Author

Sohn, Bong-gi, dos Santos, Pedro, and Lin, Angel M. Y.

Subjects
MULTILINGUALISM, LANGUAGE & languages
Abstract

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of 'content and language integrated learning' gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in meaning-making practices and critically re-examine the construct of language in CLIL. This approach responds to recent calls for more critical approaches to CLIL in order to challenge 'English-only'/target-language-only pedagogies, 'native-(English-)speakerism', and unequal power relations between content and language teachers in many CLIL programs. Implications of this approach to CLIL classrooms in diverse settings are also discussed. [ABSTRACT FROM AUTHOR]

Published
2022
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10. Thematic patterns, Cognitive Discourse Functions, and genres: Towards an Integrative Model for CLIL.

Author

Wu, Yanming and Lin, Angel M. Y.

Subjects
COGNITIVE ability, GENRE studies
Abstract

As CLIL is developing into an established discipline, it is timely to deepen the theorizing of integration of content and language, particularly in CLIL assessment. To illustrate the challenges, a representative example of a high-stakes CLIL biology assessment task in Hong Kong will first be presented. An Integrative Model for CLIL will then be proposed and applied to illuminate the demands of the assessment task and diagnose a sample student performance. The Integrative Model is developed by integrating genre and register theory (Martin & Rose, 2008), Cognitive Discourse Functions (Dalton-Puffer, 2013), thematic patterns theory (Lemke, 1990), Concept-and-Language-Mapping (CLM) Approach (He & Lin, 2019) and translanguaging/trans-semiotizing theories (Garcia & Li, 2014; Lin, 2019). To further illustrate the utility of the Model, a range of possible assessment-for-learning (Black et al., 2003) CLIL task examples designed by the authors will be presented. The article will conclude with implications for CLIL pedagogy and assessment. [ABSTRACT FROM AUTHOR]

Published
2022
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11. Translanguaging and flows: towards an alternative conceptual model.

Author

Lemke, Jay L. and Lin, Angel M. Y.

Subjects
INFORMATION theory, SEMIOTICS, CODE switching (Linguistics), MULTICULTURALISM, PHONEME (Linguistics), ARTICULATION (Education)
Abstract

While much scholarly work has contributed to the theorizing of translanguaging, in this article, we sketch an alternative model based on materiality and information theory (Bateson, Gregory. 1951. Information and codification; and Conventions of Communication. In Jurgen Ruesch & Gregory Bateson (eds.), Communication: The social matrix of psychiatry, 168--227. New York: Routledge; Lemke, Jay L. 2015. Feeling and meaning: A unitary bio-semiotic account. In Peter Pericles Trifonas (ed.), International handbook of semiotics, 589--616. Dordrecht, the Netherlands: Springer) to theorize translanguaging together with flows, through reconsidering issues of speech events in which features normally associated with different language systems co-occur. And in doing so, we hope to contribute to the ongoing theorizing work in the field of translanguaging. [ABSTRACT FROM AUTHOR]

Published
2022
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12. (Re)conceptualizing "Language" in CLIL: Multimodality, translanguaging and trans-semiotizing in CLIL.

Author

Liu, Jiajia Eve and Lin, Angel M. Y.

Subjects
GESTURE, MODAL logic, SCHOOL environment, FOREIGN language education, TELECOMMUNICATION, LANGUAGE & languages, DIGITAL technology
Abstract

CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of "language" in CLIL. It argues that, to prepare students for the multimodal communication landscape in today's societies and to truly value their linguistic and semiotic diversity in learning, the "language" dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on "mere language" practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today's CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture. [ABSTRACT FROM AUTHOR]

Published
2021
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13. Translanguaging and named languages: productive tension and desire.

Author

Turner, Marianne and Lin, Angel M. Y.

Subjects
*BILINGUALISM, *FOREIGN language education, *LINGUISTICS, *SOCIAL constructionism, *THEORY of knowledge
Abstract

In this article, we address the epistemological conflict inherent in the relationship between named languages and translanguaging theory. Following with interest Turnbull's (2016) reframing of foreign language education as bilingual education and García's (2017) response, we see the logic of this reframing, but we also acknowledge García's concern that the notion of deficit lies at the heart of language learning as it is commonly conceptualized, and this deficit construct sits uncomfortably within translanguaging epistemology. In the article, we draw on Bakhtin's (1981) dialogical theory of language, Thibault's (2011) distributed language view and the theoretical construct of desire as both a lack and an energy (Ahmed 2010) to suggest that the naming of languages needs to be incorporated into translanguaging theory in a way that acknowledges the social construct of 'named languages' as integral to the expansion of one's linguistic repertoire as a whole. We make this suggestion in order to help develop translanguaging theory from a subaltern to a majority theory. We further suggest that language education can play a significant role in furthering the translanguaging project. [ABSTRACT FROM AUTHOR]

Published
2020
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14. Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms.

Author

Lin, Angel M. Y.

Subjects
*DIALOGIC teaching, *SEMIOTICS, *CODE switching (Linguistics), *FOREIGN language education, *LEARNING
Abstract

Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices. Trans-semiotizing theories further broaden the focus to analyse language as entangled with many other semiotics (e.g. visuals, gestures, bodily movement) in meaning making. In this paper recent developments in trans/languaging and trans-semiotizing theories are discussed in conjunction with fine-grained classroom analyses to illustrate the key role played by trans/languaging and trans-semiotizing practices in the dialogic construal of content meaning in content-based education. [ABSTRACT FROM AUTHOR]

Published
2019
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15. ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom.

Author

Lin, Angel M.Y. and Wu, Yanming

Subjects
*LANGUAGE & science, *FOREIGN language education, *ENGLISH as a foreign language, *SECONDARY education, *CONVERSATION analysis, *INQUIRY-based learning, *TEACHER-student relationships
Abstract

In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue. [ABSTRACT FROM AUTHOR]

Published
2015
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16. Classroom code-switching: three decades of research.

Author

Lin, Angel

Subjects
CODE switching (Linguistics), SOCIOLINGUISTICS, BILINGUALISM, SECOND language acquisition, TEACHERS' assistants, TEACHING methods
Abstract

In this paper I provide a review of the historical development of different research paradigms and approaches adopted in studies on classroom codeswitching. I also discuss the difficulties and problems faced by this field of studies and share some of my own critical reflections on how this field might move forward in the future, speaking from the position of a researcher who has been engaged in this area of studies for close to three decades. [ABSTRACT FROM AUTHOR]

Published
2013
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17. Cultivating Co-learning in Participatory Design for Translanguaging Pedagogies

Author

Shepard-Carey, Leah, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Curtis, Jessie Hutchison, editor, and Uştuk, Özgehan, editor

Published
2024
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18. Introduction

Author

Galante, Angelica, Schmor, Rebecca, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Piccardo, Enrica, editor, Lawrence, Geoff, editor, Germain-Rutherford, Aline, editor, and Galante, Angelica, editor

Published
2022
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19. Supporting Elementary-Age ELs with Limited or Interrupted Formal Education: Literacy Events for Families Using Wordless Books

Author

Cruzado-Guerrero, Judith R., Martínez-Alba, Gilda, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, and Pentón Herrera, Luis Javier, editor

Published
2022
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20. Supporting Refugee Families in Scotland Through an Ecological, Multilingual Approach to Language Learning

Author

Cox, Sarah, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Levine, Glenn S., editor, and Mallows, David, editor

Published
2021
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21. Speaking Rights: Translanguaging and Integration in a Language Course for Adult Refugees in Uganda

Author

Marino, Jonathan, Dolan, Chris, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, and Warriner, Doris S., editor

Published
2021
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22. Translanguaging as Culturally Sustaining Pedagogy: Transforming Traditional Practices in an ESOL Classroom for Older Adults from Refugee Backgrounds

Author

Valdez, Verónica E., Park, Koeun, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, and Warriner, Doris S., editor

Published
2021
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23. Learning Together: How Ethnography and Discourse Analysis as Practice Influence Citizenship Classes with Nepali-Speaking Bhutanese Refugee Elders Living in Superdiverse Central Ohio

Author

Seilstad, Brian, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, and Warriner, Doris S., editor

Published
2021
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24. Implications of Genre Pedagogy for Refugee Youth with Limited or Interrupted Formal Schooling

Author

Accurso, Kathryn, Gebhard, Meg, Harris, Grace, Schuetz, Jennie, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, and Warriner, Doris S., editor

Published
2021
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25. Language Education Policy Through a DLC Lens: The Case of Urban Multilingualism

Author

Vetter, Eva, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Aronin, Larissa, editor, and Vetter, Eva, editor

Published
2021
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26. Introduction: The Dominant Language Constellations: A New Perspective on Multilingualism

Author

Lo Bianco, Joseph, Aronin, Larissa, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lo Bianco, Joseph, editor, and Aronin, Larissa, editor

Published
2020
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27. Developing Critical Sociolinguistic Awareness Through Linguistic Landscapes in a Mixed Classroom: The Case of Spanish in Texas

Author

Elola, Idoia, Prada, Josh, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Malinowski, David, editor, Maxim, Hiram H., editor, and Dubreil, Sébastien, editor

Published
2020
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28. Classroom Translanguaging Through the Linguistic Landscape

Author

Seals, Corinne A., Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Malinowski, David, editor, Maxim, Hiram H., editor, and Dubreil, Sébastien, editor

Published
2020
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29. 'Colibrí' ‘Hummingbird’ as Translanguaging Metaphor

Author

Seilstad, Brian, Kim, Somin, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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30. Translanguaging for Vocabulary Development: A Mixed Methods Study with International Students in a Canadian English for Academic Purposes Program

Author

Galante, Angelica, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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31. Effects of Teachers’ Language Ideologies on Language Learners’ Translanguaging Practices in an Intensive English Program

Author

Aghai, Laila, Sayer, Peter, Vercellotti, Mary Lou, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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32. EFL Instructors’ Ambivalent Ideological Stances Toward Translanguaging: Collaborative Reflection on Language Ideologies

Author

Fallas-Escobar, Christian, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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33. Tower of Babel or Garden of Eden? Teaching English as a Foreign Language Through a Translanguaging Lens

Author

Günther-van der Meij, Mirjam, Duarte, Joana, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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34. Translanguaging and Task Based Language Teaching: Crossovers and Challenges

Author

Seals, Corinne A., Newton, Jonathan, Ash, Madeline, Nguyen, Bao Trang Thi, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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35. Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico

Author

Morales, Julio, Schissel, Jamie L., López-Gopar, Mario, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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36. Learning to Teach English for Justice from a Translanguaging Orientation

Author

Robinson, Elizabeth, Tian, Zhongfeng, Crief, Elie, Prado, Maíra Lins, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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37. 'No, Professor, That Is Not True': First Attempts at Introducing Translanguaging to Pre–service Teachers

Author

Andrei, Elena, Kibler, Amanda K., Salerno, April S., Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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38. Translanguaging as a Decolonization Project?: Malawian Teachers’ Complex and Competing Desires for Local Languages and Global English

Author

Lau, Sunny Man Chu, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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39. Framing the Realities of TESOL Practice Through a Translanguaging Lens

Author

Hall, Graham, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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40. Broadening the View: Taking up a Translanguaging Pedagogy with All Language–Minoritized Students

Author

Seltzer, Kate, García, Ofelia, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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41. The Need for Translanguaging in TESOL

Author

Sembiante, Sabrina F., Tian, Zhongfeng, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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42. Envisioning TESOL through a Translanguaging Lens in the Era of Post–multilingualism

Author

Tian, Zhongfeng, Aghai, Laila, Sayer, Peter, Schissel, Jamie L., Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Tian, Zhongfeng, editor, Aghai, Laila, editor, Sayer, Peter, editor, and Schissel, Jamie L., editor

Published
2020
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43. Translanguaging for Critical Bi-Literacy: English and French Teachers’ Collaboration in Transgressive Pedagogy

Author

Lau, Sunny Man Chu, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lau, Sunny Man Chu, editor, and Van Viegen, Saskia, editor

Published
2020
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44. Philosophy, Principle and Practice – ‘3Ps’ to Implement Plurilingual Pedagogies

Author

Van Viegen, Saskia, Lau, Sunny Man Chu, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lau, Sunny Man Chu, editor, and Van Viegen, Saskia, editor

Published
2020
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45. Promoting and Problematizing Multi/Plural Approaches in Language Pedagogy

Author

Kubota, Ryuko, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lau, Sunny Man Chu, editor, and Van Viegen, Saskia, editor

Published
2020
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46. Plurilingualism and TESOL in Two Canadian Post-secondary Institutions: Towards Context-Specific Perspectives

Author

Galante, Angelica, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lau, Sunny Man Chu, editor, and Van Viegen, Saskia, editor

Published
2020
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47. Remaking the Ground on which they Stand: Plurilingual Approaches Across the Curriculum

Author

Van Viegen, Saskia, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lau, Sunny Man Chu, editor, and Van Viegen, Saskia, editor

Published
2020
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48. Faculty First: Promoting Translanguaging in TESOL Teacher Education

Author

Tian, Zhongfeng, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lau, Sunny Man Chu, editor, and Van Viegen, Saskia, editor

Published
2020
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49. Translingual Writers as Mentors in a High School 'English' Classroom

Author

Seltzer, Kate, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lau, Sunny Man Chu, editor, and Van Viegen, Saskia, editor

Published
2020
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50. 'Walking in Two Worlds' in the Plurilingual Classroom: Learning from the Case of an Intergenerational Project

Author

Aitken, Avril, Robinson, Loretta, Hult, Francis M., Series Editor, Cavalcanti, Marilda C., Editorial Board Member, Cenoz, Jasone, Editorial Board Member, Creese, Angela, Editorial Board Member, Gogolin, Ingrid, Editorial Board Member, Hélot, Christine, Editorial Board Member, Janks, Hilary, Editorial Board Member, Kramsch, Claire, Editorial Board Member, Leung, Constant, Editorial Board Member, Lin, Angel, Editorial Board Member, Pennycook, Alastair, Editorial Board Member, Lau, Sunny Man Chu, editor, and Van Viegen, Saskia, editor

Published
2020
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