Figures & data
Table 1. Overview of dataset A: publications related to teacher-journals, publishing houses, etc.
Figure 1. Looping of terminology related to TL and NA (https://hjrtatskogshaga.wordpress.com/2017/04/12/translanguaing-i-praktiken/).
Figure 2. Using all one’s languages (http://pedagogiskamagasinet.se/mixade-sprak-hjalper-eleverna-lara/).
Figure 3. Knowledge sticks (http://pedagogiskamagasinet.se/mixade-sprak-hjalper-eleverna-lara/).
Figure 4. Discussions regarding shifts in ideologies (http://pedagogiskamagasinet.se/mixade-sprak-hjalper-eleverna-lara/).
Figure 5. Webs-of-understandings and neologisms in Swedish spaces since (at least) 2015: TL and NA.
Figure 6. Trajectories and circulation of TL across time and geopolitical spaces.
Table 2. TL and NA books published in Sweden (searches conducted 1–6 July 2017).
Figure 7. Publishing houses publicity materials for new volumes that centre-stage TL (https://www.nok.se/Akademisk/Titlar/Pedagogik/Lararutbildning/)
Figure 8. Nyanlända – The Swedish National Agency for Education homepage.
Figure 9. Mother-tongue–TL–Multilingual. The Swedish National Agency for Education in-service conference invitation, March 2017.
Figure 10. Webs-of-understandings: TL–studiehandledning home country–mother-tongue (The Swedish National Agency for Education, August 2016).
Figure 11. The videoconferencing platform Adobe Connect used for Italian for beginners’ course (CINLE project).
Figure 12. Representation of interaction in an online classroom synchronous meeting. Pictures a-b: Anna displaying that she cannot hear Olle.
Note: The original languaging is displayed in this excerpt. A verbatim translation is provided under each line. The different language-varieties are represented in italics (Italian) and bold underlined (English).
Figure 13. Normal-languaging repertoires in virtual learning sites. Overlapping and chaining across time and space.
