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In the present study (Schwarzl, Lena. 2020. "Ein mehrperspektivischer Blick in das Translanguaging-Klassenzimmer -- selbstbezogene Überzeugungen und Klassenklima im Fokus" [A Multi-Perspective Look into the Translanguaging Classroom - Focusing on Self-Centered Beliefs and Classroom Climate]. Doctoral diss., University of Vienna. https://utheses.univie.ac.at/detail/56757#), translanguaging was implemented in a primary (4th grade) and in a lower secondary school class (5th grade) in Vienna and evaluated using a mixed-methods design. Data was collected in two questionnaire surveys with the pupils, consisting mainly of variables measuring self-related beliefs on pupils' home languages. Lessons were regularly observed using an ethnographic approach (altogether 130 h). Insights into two teachers' perspectives were gained by using semi-structured interviews. The questionnaire was analyzed with SPSS (mostly descriptive analyses), the ethnographic fieldnotes were coded into categories and transformed into a detailed description, and text analysis was used for the interviews. The results highlight that the superdiverse linguistic repertoires of pupils strongly challenged the implementation of translanguaging pedagogy because pupils who knew languages shared by many of their peers most benefitted socio-emotionally from the implementation of translanguaging. Pupils who did not know those languages, however, barely got the chance to use their home languages in class and some of them reacted with strong frustration. In sum, these results show how translanguaging pedagogy can serve as a resource and as a barrier, depending on whether linguistic competences are shared in class and valued by teachers.

This article discusses the implementation of translanguaging in two superdiverse school classes and their teachers' understanding of translanguaging. Translanguaging as a theory and a transformative pedagogy has recently captured scholars' interest from all over the globe, but also earned critique for its transformative claims and ongoing expansion of the term (Jaspers, 2018, p.2). Through a triangulation of ethnographic fieldnotes and interviews, analysed with thematic coding and linguistic text analysis, this study shows that the teachers' translanguaging pedagogy is strongly characterised by reoccurring elements, such as translation or reading tasks. The data also reveals teachers' strong beliefs concerning translanguaging and a gap between the terminology of teachers' everyday experiences and the terminology used in research, which both turn out to be resistant to change.