Vigorously advocates for realising translanguaging’s transformative potential in education.
This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of quantitative and qualitative research from preschool to higher and adult education in different parts of the world give insight into current translanguaging strategies and pedagogies.
From translanguaging and transsemiotising in subject lessons such as Mathematics and Geography, to transdisciplinary engagement with poetry and music beyond the classroom, the findings contribute to the development of a practical theory of translanguaging in education, and demonstrate how translanguaging plays a part in everyday language learning and language use.
This book is open access under a CC BY ND licence.
Edited by:
Edina Krompák,
Stephan Meyer,
Elena Makarova
Imprint: Multilingual Matters
Country of Publication: United Kingdom
Dimensions:
Height: 234mm,
Width: 156mm,
Spine: 22mm
Weight: 810g
ISBN: 9781800419056
ISBN 10: 1800419058
Series: Translanguaging in Theory and Practice
Pages: 332
Publication Date: 14 October 2025
Audience:
College/higher education
,
Further / Higher Education
Format: Hardback
Publisher's Status: Active
Chapter 1. Edina Krompák, Stephan Meyer and Elena Makarova: Towards a Practical Theory of The Translanguaging of Education: The Significance of Evidence-based Deliberative Advocacy Part I. Translanguaging Strategies and Practices in Education Chapter 2. Sonya Maechler-Dent and Catherine Blons-Pierre: Implementing Translanguaging in an Assessment-based Education System: The Emerging Challenges for a Multilingual Primary School in the Canton of Zurich, Switzerland Chapter 3. Audrey Freytag-Lauer and Gabriela Steffen: Translanguaging for Subject Knowledge Construction: Meso-Alternation in Swiss Plurilingual Education Chapter 4. Rachel Bowden, Innocente Uwineza, Jean Claude Dushimimana and Alphonse Uworwabayeho: The Potential and Limitations of Translanguaging for Pedagogy Research and Development Chapter 5. Aysel Kart: Self-Regulated Translanguaging Strategies of Multilingual Students in Upper Secondary School in Austria Chapter 6. Elizabeth J. Erling, Anouschka Foltz, Katharina Haslacher and Felicitas Siwik: Have Pre-service English Teachers Moved beyond Multilingualism? Insights from Austria and Germany Chapter 7. Holli Schauber and Slavka Pogranova: An Exploratory Case Study of Translanguaging Practices in a Primary and Secondary School Teacher Training Context in Switzerland Chapter 8. Verbra Pfeiffer: Translanguaging as a Pedagogical Resource in Multilingual Classrooms in South Africa: Influence of Home Language on the Academic Writing of L2/L3 Pre-service University Student Teachers Chapter 9. Claudine Kirsch and Džoen Dominique Bebić-Crestany: Researching Translanguaging in Literacy Activities in ECE Centers in Luxembourg: Insights into Qualitative Methods and Ethical Considerations Part II. Translanguaging in Transregional and Transdisciplinary Educational Spaces Chapter 10. Adrian Blackledge and Angela Creese: Translanguaging and Poetry Chapter 11. Karin van der Worp and Itxaso Etxebarria Lekanda: Translanguaging in Cross-Border University Collaborations: Enhancing Linguistic Diversity Chapter 12. Philipp Saner: Translanguaging in Music: Exploring Transmusicking among Experimental Musicians Chapter 13. Chiara Facciani: Translanguaging and Education: Questioning Migrant Speakers’ Perceptions Regarding Translanguaging Practices Chapter 14. Irene Zingg: Beyond Marginalized Multilingualism(s): What Perspectives Does the Concept of Translanguaging Offer for the Teaching and Learning of Heritage Languages? Chapter 15. Ofelia García: Afterword: Translanguaging Voices that Stand for Themselves
Edina Krompák is Professor of Educational Sciences and Head of the Institute of Language Learning and Teaching and Educational Linguistics at the University of Teacher Education Lucerne as well as lecturer at the University of Basel, Switzerland. Her research encompasses the relationships between linguistic landscape and educational spaces, translanguaging in education, language and identity, and multimodality in language learning and teaching. Stephan Meyer is Head of English and coordinator of Arabic, Chinese and Japanese at the Language Centre at the University of Basel, Switzerland, where he teaches English as an academic lingua franca and promotes multilingualism in higher education. His interests include academic discourse, transsemiotisation and social theory. Elena Makarova is Professor of Educational Sciences and Director of the Institute for Educational Sciences at the University of Basel, Switzerland. Her research focuses on development, learning and teaching in the face of heterogeneity in the school context, inclusion and exclusion processes due to origin, and gender in educational settings and developmental trajectories.
Reviews for Advocacy in Translanguaging Education
This volume is a powerful advocacy for translanguaging in education. Krompák, Meyer, and Makarova, along with the contributors, center the voices of multilinguals – whether migrants, Indigenous communities, or dominant majority speakers – highlighting their agency in learning and identity-building. This book is an essential read for educators and researchers committed to linguistic justice and equity. * Sender Dovchin, Curtin University, Australia * This excellent volume on translanguaging in diverse education contexts explores how multilingual speakers draw on their full linguistic repertoires to challenge traditional boundaries and promote inclusive, dynamic learning spaces. Offering critical overviews and applications, the book promotes advocacy for inclusive practices. It shows how pedagogical translanguaging improves proficiency, promotes equity, and challenges monolingual norms. It is essential reading for educators and researchers committed to supporting multilingual learners. * Jasone Cenoz and Durk Gorter, University of the Basque Country, Spain * This volume presents rich and thorough evidence of translanguaging as both transformative theory and practice. The chapters reflect a deeply intertwined diversity of situated educational and research experiences and form a robust and exhilarating assemblage of voices, principles and practices which greatly contribute to the development of authoritative new meanings and understandings of a practical theory of translanguaging in contemporary society. * Cláudia Hilsdorf Rocha, UNICAMP Universidade Estadual de Campinas, Brazil *
