Translanguaging as a theory, pedagogy, and qualitative research methodology

References

• Allard, E. C., Apt, S., & Sacks, I. (2019). Language policy and practice in almost-bilingual classrooms. International Multilingual Research Journal, 13(2), 73–87. https://doi.org/10.1080/19313152.2018.1563425
   Web of Science ®Google Scholar
• Ascenzi-Moreno, L. (2018). Translanguaging and responsive assessment adaptations: Emergent bilingual readers through the lens of possibility. Language Arts, 95(6), 355–369.
   Google Scholar
• Ascenzi-Moreno, L., & Vogel, S. (2019). Pushing the field & practice: Ofelia Garcia’s reflective and responsive approach to educational innovation. Journal of Multilingual Education Research, 9, 37–145. https://research.library.fordham.edu/jmer/vol9/iss1/16
   Google Scholar
• Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism (6th ed.). Multilingual Matters.
   Google Scholar
• Block, D. (2018). The political economy of language education research (or the lack thereof): Nancy Fraser and the case of translanguaging. Critical Inquiry in Language Studies, 15(4), 237–257. https://doi.org/10.1080/15427587.2018.1466300
   Google Scholar
• Canagarajah, S. (2011a). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
   Web of Science ®Google Scholar
• Canagarajah, S. (2011b). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(2011), 1–28. https://doi.org/10.1515/9783110239331.1
   Google Scholar
• Canagarajah, S. (2013a). Negotiating translingual literacy: An enactment. Research in the Teaching of English, 48(1), 40–67. http://www.jstor.org/stable/24398646
   Web of Science ®Google Scholar
• Canagarajah, S. (2013b). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.
   Google Scholar
• Canagarajah, S. (2015). Clarifying the relationship between translingual practice and L2 writing: Addressing learner identities. Applied Linguistics Review, 6(4), 415–440. https://doi.org/10.1515/applirev-2015-0020
   Web of Science ®Google Scholar
• Canagarajah, S. (2016). Translingual practices and neoliberal policies: Attitudes and strategies of African skilled migrants in anglophone workplaces. Springer.
   Google Scholar
• Canagarajah, S. (Ed.). (2017). Routledge handbook of migration and language. Routledge.
   Google Scholar
• Canagarajah, S. (2018a). Materializing ‘competence:’ Perspectives from international STEM scholars. The Modern Language Journal, 102(2), 1–24. https://doi.org/10.1111/modl.12464
   Web of Science ®Google Scholar
• Canagarajah, S. (2018b). Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations. Applied Linguistics, 39(1), 31–54. https://doi.org/10.1093/applin/amx041
   Web of Science ®Google Scholar
• Canagarajah, S. (2019). Changing orientations to heritage language: The practice-based ideology of Sri Lankan Tamil Diaspora Families. International Journal of the Sociology of Language, 255(255), 9–44. https://doi.org/10.1515/ijsl-2018-2002
   Google Scholar
• Canagarajah, S., & Dovchin, S. (2019). The everyday politics of translingualism as a resistant practice. International Journal of Multilingualism, 16(2), 127–144. https://doi.org/10.1080/14790718.2019.1575833
   Web of Science ®Google Scholar
• Canagarajah, S. (2020). Transnational literacy autobiographies as translingual writing. Routledge.
   Google Scholar
• Cervantes-Soon, C. G., Dorner, L., Palmer, D., Heiman, D., & Choi, R. S. J. (2017). Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education, 41(1), 403–427. https://doi.org/10.3102/0091732X17690120
   Web of Science ®Google Scholar
• Cervantes-Soon, C., Gambrell, J., Kasun, G. S., Sun, W., Freire, J. A., & Dorner, L. M. (2020). “Everybody wants a choice” in dual language education of El Nuevo Sur: Whiteness as the gloss for everybody in media discourses of multilingual education. Journal of Language, Identity & Education, 20(6), 394–410. https://doi.org/10.1080/15348458.2020.1753201
   Web of Science ®Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. https://doi.org/10.1017/S0267190514000233
   Web of Science ®Google Scholar
• CUNY-NYSIEB (Ed). (2021). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project. Routledge.
   Google Scholar
• de los Rios, C. V., & Seltzer, K. (2017). Translanguaging, coloniality, and English classrooms: An exploration of two bicoastal urban classrooms. Research in Teaching of English, 52(1), 55–76. https://escholarship.org/uc/item/0hb749xp
   Web of Science ®Google Scholar
• Duarte, J. (2018). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 16(4), 377–397. https://doi.org/10.1080/14790718.2018.1512607
   PubMedGoogle Scholar
• Duran, L., & Henderson, K. I. (2018). Pockets of hope: Cases of linguistic flexibility in the classroom. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 76–90. https://doi.org/10.21283/2376905X.9.156
   Google Scholar
• Espinosa, C. M., & Herrera, L. Y. (2016). Reclaiming bilingualism: Translanguaging in a science classroom. In O. Garcia & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 160–178). Routledge.
   Google Scholar
• Esquinca, A., Araujo, B., & De la Piedra, M. T. (2014). Meaning making and translanguaging in a two-way dual-language program on the U.S.-Mexico border. Bilingual Research Journal, 37(2), 164–181. https://doi.org/10.1080/15235882.2014.934970
   Google Scholar
• Fallas Escobar, C., & Dillard-Paltrineri, E. (2015). Professors’ and students’ conflicting beliefs about translanguaging in the EFL classroom: Dismantling the monolingual bias. Revista de Lenguas Modernas, 23, 301–328. https://revistas.ucr.ac.cr/index.php/rlm/article/view/22355
   Google Scholar
• Flores, N., & García, O. (2013). Linguistic third spaces in education: Teachers’ translanguaging across the bilingual continuum. In D. Little, C. Leung, & P. V. Avermaet (Eds.), Managing diversity in education: Key issues and some responses (pp. 243–256). Multilingual Matters.
   Google Scholar
• Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479. https://doi.org/10.1002/tesq.182
   Web of Science ®Google Scholar
• Flores, N. (2014). Let’s not forget that translanguaging is a political act [Web log post]. https://educationallinguist.wordpress.com/2014/07/19/lets-not-forget-that-translan-guaging-isa-political-act/
   Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Fu, D., Hadjioannou, X., & Zhou, X. (2019). Translanguaging for emergent bilinguals: Inclusive teaching in the linguistically diverse classroom. Teachers College Press.
   Google Scholar
• Ganuza, N., & Hedman, C. (2017). Ideology vs. Practice: Is there a space for translanguaging in mother tongue instruction? In B. A. Paulsrud, J. Rose, B. Straszer, & A. Wedin (Eds.), New perspectives on translanguaging and education (pp. 208–226). Multilingual Matters.
   Google Scholar
• García, O. (2002). Writing backwards across languages: The inexpert English/Spanish biliteracy of uncertified bilingual teachers. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 245–260). Erlbaum.
   Google Scholar
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Basil/Blackwell.
   Google Scholar
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
   Google Scholar
• García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy. (pp. 199–216). Springer.
   Google Scholar
• García, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O. García & A. M. Y. Lin (Eds.), Bilingual and multilingual education (Encyclopedia of language and education) (Vol. 5). (pp. 117-130). Springer.
   Google Scholar
• García, O. (2017). Critical multilingual awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), Encyclopedia of language and education (3rd ed.). (pp. 263–280) .Springer International Publishing.
   Google Scholar
• García, O., Johnson, S., & Seltzer, K. (2017). The translanguaging classroom. Leveraging student bilingualism for learning. Caslon.
   Google Scholar
• García, O., & Kleifgen, J. A. (2019). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553–571. https://doi.org/10.1002/rrq.286
   Web of Science ®Google Scholar
• 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. https://doi.org/10.1080/15348458.2017.1329016
   Web of Science ®Google Scholar
• Garza, A. (2018). A translanguaging mathematical space: Latino/a Teenagers using their linguistic repertoire. In P. C. Ramirez, C. J. Faltis, & E. J. de Jong (Eds.), Learning from emergent bilingual Latinx learners in K-12 (pp. 139–156). Routledge.
   Google Scholar
• Gebhard, M., & Willett, J. (2015). Translingual context zones: Critical reconceptualizing of teachers’ work within the context of globalism. Linguistics and Education, 32, 98–106. https://doi.org/10.1016/j.linged.2015.07.002
   Web of Science ®Google Scholar
• Giampapa, F., & Canagarajah, S. (eds.). (2018). Skilled migration and Global English. Routledge.
   Google Scholar
• Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 7–25. https://doi.org/10.1080/19313152.2014.981775
   Web of Science ®Google Scholar
• Guilherme, M., & Menezes de Souza, L. M. T. (Eds.). (2019). Glocal languages and critical intercultural awareness: The South answers back (1st ed.). Routledge. https://doi.org/10.4324/9781351184656
   Google Scholar
• Guzula, X., McKinney, C., & Tyler, R. (2016). Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces. Southern African Linguistics and Applied Language Studies, 34(3), 211–226. https://doi.org/10.2989/16073614.2016.1250360
   Web of Science ®Google Scholar
• Hamman, L. (2018). Translanguaging and positioning in two-way dual language classrooms: A case for criticality. Language and Education, 31(1), 21–42. https://doi.org/10.1080/09500782.2017.1384006
   Google Scholar
• Henderson, K. L., & Ingram, M. (2018). “Mister, you’re writing in Spanglish”: Fostering spaces for meaning making and metalinguistic connections through teacher translanguaging shifts in the bilingual classroom. Bilingual Research Journal, 41(3), 253–271. https://doi.org/10.1080/15235882.2018.1481894
   Web of Science ®Google Scholar
• Horner, B., Lu, M., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321. https://ir.library.louisville.edu/faculty/67
   Web of Science ®Google Scholar
• Horner, B., & Alvarez, S. P. (2019). Defining translinguality. Literacy in Composition Studies, 7(2), 1–30. https://doi.org/10.21623/2F1.7.2.2
   Google Scholar
• Infante, P., & Licona, P. R. (2018). Translanguaging as pedagogy: Developing learner scientific discourse practices in a bilingual middle school science classroom. International Journal of Bilingual Education and Bilingualism, 24(7), 913–926. https://doi.org/10.1080/13670050.2018.1526885
   Google Scholar
• Iversen, J. Y. (2019). “Translanguaging” and the implications for the future teaching of English in Norway. Nordic Journal of Modern Language Methodology, 7(1), 50–66. https://doi.org/10.46364/njmlm.v7i1.520
   Google Scholar
• Jasper, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1–10. https://doi.org/10.1016/j.langcom.2017.12.001
   Web of Science ®Google Scholar
• Kafle, M., & Canagarajah, S. (2015). Multiliteracies, pedagogies, and academic literacy. In W. E. Wright, S. Boun, & O. Garcia (Eds.), The handbook of bilingual and multilingual education (pp. 241–252). Wiley Blackwell.
   Google Scholar
• Kayi-Aydar, H., & Green-Eneix, C. (2019). Shared identities through translanguaging practices in the multilingual mariachi classroom. TESOL Journal, 10(4), 1-17. https://doi.org/10.1002/tesj.502
   Google Scholar
• Kim, S. (2018). “It was kind of a given that we were all multilingual”: Transnational youth identity work in digital translanguaging. Linguistics and Education, 43, 39–52. https://doi.org/10.1016/j.linged.2017.10.008
   Web of Science ®Google Scholar
• Kleyn, T., & García, O. (2019). Translanguaging as an act of transformation. In L. C. de Oliveira (Ed.), The handbook of TESOL in K-12 (pp. 69–82). John Wiley & Sons, Ltd.
   Google Scholar
• Langman, J. (2014). Translanguaging, identity, and learning: Science teachers as engaged language planners. Language Policy, 13(2), 183–200. https://doi.org/10.1007/s10993-013-9312-9
   Web of Science ®Google Scholar
• Lee, E., & Canagarajah, S. (2018). The connection between transcultural dispositions and translingual practices in academic writing. Journal of Multicultural Discourses, 14(1), 14–28. https://doi.org/10.1080/17447143.2018.1501375
   Web of Science ®Google Scholar
• Lin, A. M. Y. (2013). Toward paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up. TESOL Quarterly, 47(3), 521–545. https://doi.org/10.1002/tesq.113
   Web of Science ®Google Scholar
• Lin, A. M. Y., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) classrooms. Language and Education, 31(1), 26–45. https://doi.org/10.1080/09500782.2016.1230125
   Web of Science ®Google Scholar
• Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity and Education, 16(4), 228–244. https://doi.org/10.1080/15348458.2017.1328283
   Web of Science ®Google Scholar
• Lin, A. M. Y. (2020). From deficit-based teaching to asset-based teaching in higher education in BANA countries: Cutting through ‘either-or’ binaries with a heteroglossic plurilingual lens. Language, Culture and Curriculum, 33(2), 203–212. https://doi.org/10.1080/07908318.2020.1723927
   Web of Science ®Google Scholar
• Link, H., & Orango, O. (2019). La vida tiene muchas curvas [Life has many curves]: Contemplating a translanguaging praxis. Translation and Translanguaging in Multilingual Contexts, 5(1), 29–48. https://doi.org/10.1075/ttmc.00023.lin
   Google Scholar
• Lu, M., & Horner, B. (2009). Composing in a global-local context: Careers, mobility, skills. College English, 72(2), 113–133. https://ir.library.louisville.edu/faculty/65
   Web of Science ®Google Scholar
• Lu, M., & Horner, B. (2013). Translingual literacy, language difference, and matters of agency. College English, 75(6), 582–607. https://www.jstor.org/stable/24238127
   Web of Science ®Google Scholar
• Lu, M., & Horner, B. (2016). Translingual Work. College English, 78(3), 207–218. https://www.jstor.org/stable/44075110
   Web of Science ®Google Scholar
• Makoni, S., & Pennycook, A. (2006). Disinventing and reconstituting languages. Buffalo.
   Google Scholar
• Mazzaferro, G. (2018). Translanguaging as everyday practice. Springer.
   Google Scholar
• Morell, Z., & Velasco, P. (2019). Ofelia Garcia: A life dedicated to giving voice. Journal of Multilingual Education Research, 9, 7–11. https://research.library.fordham.edu/jmer/vol9/iss1/1
   Google Scholar
• Orellana, M. F., & García, O. (2014). Conversation currents: Language brokering and translanguaging in school. Language Arts, 91(5), 386–392. http://www.jstor.org/stable/24575550
   Google Scholar
• Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistic Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
   Web of Science ®Google Scholar
• Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757–772. https://doi.org/10.1111/modl.12121
   Web of Science ®Google Scholar
• Palmer, D. K., & Martinez, R. A. (2016). Developing biliteracy: What do teachers really need to know about language? Language Arts, 93(5), 379–385.
   Google Scholar
• Palviainen, A., Protassova, E., Mard-Miettinen, K., & Schwartz, M. (2016). Two languages in the air: A cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism, 19(6), 614–630. https://doi.org/10.1080/13670050.2016.1184615
   Web of Science ®Google Scholar
• Phyak, P. (2018). Translanguaging as a pedagogical resource in English language teaching: A response to unplanned language education policies in Nepal. In K. Kuchah & F. Shamim (Eds.), International perspectives in teaching English in difficult circumstances, international perspectives on English language teaching, (pp. 49–70). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53104-9_3
   Google Scholar
• Pontier, R., & Gort, M. (2016). Coordinated translanguaging pedagogy as distributed cognition: A case study of two dual language bilingual education preschool coteachers’ languaging practices during shared book readings. International Multilingual Research Journal, 10(2), 89–106. https://doi.org/10.1080/19313152.2016.1150732
   Web of Science ®Google Scholar
• Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6(2), 101–128. https://doi.org/10.5070/B86110060
   Web of Science ®Google Scholar
• Poza, L. (2018). “Los Dos Son Mi Idioma”: Translanguaging, identity, and social relationships among bilingual youth. Journal of Language, Identity & Education, 18(2), 92–109. https://doi.org/10.1080/15348458.2018.1504682
   Web of Science ®Google Scholar
• Prada, J., & Nikula, T. (2018). Introduction to the special issue: On the transgressive nature of translanguaging pedagogies. EuroAmerican Journal of Applied Linguistics and Language, 5(2), 1–7. https://doi.org/10.21283/2376905X.9.166
   Google Scholar
• Prada, J., & Turnbull, B. (2018). The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 8–23. https://doi.org/10.21283/2376905X.9.151
   Google Scholar
• Przymus, S. D. (2016). Challenging the monolingual paradigm in secondary dual-language instruction: Reducing language-as-problem with the 2-1-L2 model. Bilingual Research Journal, 39(3–4), 279–295. https://doi.org/10.1080/15235882.2016.1220995
   Web of Science ®Google Scholar
• Ramirez, P. C., Faltis, C. J., & de Jong, E. J. (2018). Learning from emergent bilingual Latinx learners in K-12. Routledge.
   Google Scholar
• Robinson, E. (2019). To language differently: Drawing on feminist poststructuralism and translanguaging to prepare language teachers. Translation and Translanguaging in Multilingual Contexts, 5(1), 49–66. https://doi.org/10.1075/ttmc.00024.rob
   Google Scholar
• Rodríguez, A. D., Musanti, S. I., & Cavazos, A. G. (2021). Translanguaging in higher education in the US: Leveraging students’ bilingualism. Critical Inquiry in Language Studies, 18(4), 353–373. https://doi.org/10.1080/15427587.2021.1893730
   Google Scholar
• Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647. https://doi.org/10.1017/S0047404517000562
   Web of Science ®Google Scholar
• Rymes, B., Flores, N., & Pomerantz, A. (2016). The common core state standards and English learners: Finding the silver lining. Language, 92(4), 257–273. https://doi.org/10.1353/lan.2016.0080
   Web of Science ®Google Scholar
• Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE.
   Google Scholar
• Sanchez, M. T., García, O., & Solorza, C. (2017). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37–51. https://doi.org/10.1080/15235882.2017.1405098
   Web of Science ®Google Scholar
• Sanchez, M. T., & Menken, K. (2019). Ofelia García and the CUNY-NYSIEB community: Symbiosis in furthering translanguaging pedagogy and practice. Journal of Multilingual Education Research, 9, 157–173. https://fordham.bepress.com/jmer/vol9/iss1/12
   Google Scholar
• Sánchez, M. T., & García, O. (2021). Transformative translanguaging espacios: Latinx students and their teachers Rompiendo Fronteras sin Miedo. Multilingual Matters.
   Google Scholar
• Sayer, P. (2013). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63–88. https://doi.org/10.1002/tesq.53
   Web of Science ®Google Scholar
• Schissel, J. L., De Korne, H., & Lopez-Gopar, M. (2018). Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: Teacher perspectives from Oaxaca, Mexico. International Journal of Bilingual Education and Bilingualism, 24(3), 340–356. https://doi.org/10.1080/13670050.2018.1463965
   Google Scholar
• Schwartz, M., & Asli, A. (2014). Bilingual teachers’ language strategies: The case of an Arabic-Hebrew kindergarten in Israel. Teaching and Teacher Education, 34, 22–32. https://doi.org/10.1016/j.tate.2013.10.013
   Google Scholar
• Sherris, A., & Adami, E. (2019). Making signs, translanguaging ethnographies: Exploring urban, rural and educational spaces. Multilingual Matters.
   Google Scholar
• Solorza, C. R. (2019). Trans + languaging: Beyond dual language bilingual education. Journal of Multilingual Education Research, 9, 99–112. https://fordham.bepress.com/jmer/vol9/iss1/15
   Google Scholar
• Tian, Z., & Link, H. (2019). Positive synergies: Translanguaging and critical theories in education [Special issue]. Translation and Translanguaging in Multilingual Contexts, 5(1). https://doi.org/10.1075/ttmc.5.1
   Google Scholar
• Toohey, K. (2019). The onto-epistemologies of new materialism: Implications for applied linguistics pedagogies and research. Applied Linguistics, 40(6), 937–956. https://doi.org/10.1093/applin/amy046
   Web of Science ®Google Scholar
• Vogel, S., & García, O. (2017). Translanguaging. In G. Noblit (Ed.), Oxford research encyclopedia of education. (pp. 1-21). Oxford University Press.
   Google Scholar
• Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035
   Web of Science ®Google Scholar
• Wei, L., & Lin, A. M. Y. (2019). Translanguaging classroom discourse: Pushing limits, breaking boundaries. Classroom Discourse, 10(3–4), 209–215. https://doi.org/10.1080/19463014.2019.1635032
   Web of Science ®Google Scholar
• Williams, C. (2003). Defnyddio trawsieithu i ddatblygu llythrennedd deuol [Using translanguaging to develop dual literacy]. In G. Roberts & C. Williams (Eds.), Addysg Gymraeg – Addysg Gymreig (pp. 288–312). School of Education.
   Google Scholar
• Wu, Y., & Lin, A. M. Y. (2019). Translanguaging and trans-semiotising in a CLIL biology class in Hong Kong: Whole-body sense-making in the flow of knowledge co-making [Special issue]. Classroom Discourse, 10(3–4), 252–273. https://doi.org/10.1080/19463014.2019.1629322
   Web of Science ®Google Scholar
• Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678–694. https://doi.org/10.17263/jlls.586811
   Google Scholar