Translanguaging And Language Education: Perspectives On Language Identity, Bilingualism, Pedagogy, And Assessment
Article Sidebar
Published:
May 27, 2025
Keywords:
Translanguaging, Language education, Language identity, Bilingualism, Pedagogy, Assessment, First language(s) (L1).
Main Article Content
Abstract
Traditional conceptions of language learning and teaching are mutating now to a much more linguistically wide and encompassing perspective on what languages are and how they should be appropriately taught, assessed, included, utilized, and preserved in and outside the classroom. Accordingly, this study aimed at analyzing the implications translanguaging had over language learning and teaching. Based on a critical literature review lens (Mora, 2020), five analysis categories were used to delimit and navigate it: translanguaging and its repercussions on language identity, bilingualism, pedagogy, and assessment practices. It was then concluded that purposefully integrating language users’ multilingual, multicultural, and multiethnic histories mediated by translanguaging significantly enhanced their meaning-making conventions, fostered instruction engagement, and provided with a fair and encompassing teaching and assessment practices that regarded, celebrated, and utilized students’ diverse backgrounds.
Article Details
How to Cite
Alcalá Ibáñez, M. M. (2025). Translanguaging And Language Education: Perspectives On Language Identity, Bilingualism, Pedagogy, And Assessment. Shimmering Words: Research and Pedagogy E-Journal, 15(1), 56-81. Retrieved from http://revistas.santototunja.edu.co/index.php/shimmering/article/view/3264
Section
Articles
References
Baker, B., & Hope, A. (2019). Incorporating Translanguaging in Language Assessment: The Case of a Test for University Professors. Language Assessment Quarterly, 408-425.
Baker, C. (2001). Foundations of Bilingual Education and Bilingualism. Clevendon: Multilingual Matters LTD.
Bauer, E. B., Colomer, S. E., & Wiemelt, J. (2018). Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments. Urban Education, 1-18.
Brown, D. H., & Abeywickrama, P. (2019). Language Assessment: Principles and Classroom Practices. Hoboken, New Jersey: Pearson Education.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 1-28.
Creese, A., & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy For Learning and Teaching? The Modern Language Journal, 103-115.
Creese, A., & Blackledge, A. (2015). Translanguaging and Identity in Educational Settings. Annual Review of Applied Linguistics, 20-35.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective . New York: Wiley-Blackwell.
García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism, and Education. England, UK: Palgrave MacMillan.
García, O., & Lin, A. (2017). Translanguaging in Bilingual Education. Bilingual and Multilingual Education, Encyclopedia of Language and Education, 117-130.
García, O., & Torres-Guevara, R. (2010). Monoglossic Ideologies and Language Policies in the Education of U.S. Latinas/os. In E. Murillo, S. Villena, R. Trinidad Galván, J. Sánchez Muñoz, C. Martínez, & M. Machado-Casas, Handbook of Latinos and Education: Theory, Research, and Practice (pp. 182-194). Mahwah, NJ: Lawrence Erlbaum .
García-Mateus, S., & Palmer, D. (2017). Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education. Journal of Language, Identity & Education, 245-255.
Griffee, D. T. (2014). An Introduction to Second Language Research Methods: Design and Data. Berkeley, California: TESL-EJ Publications.
Heugh, K. (2015). Epistemologies in multilingual education: translanguaging and genre companions in conversation with policy and practice. Language and Education, 280-285.
Hurst, E., & Mona, M. (2017). “Translanguaging” as a socially just pedagogy . Education as Change, 126-148.
Kalan, A. (2022). Negotiating Writing Identities Across Languages: Translanguaging as Enrichment of Semiotic Trajectories. TESL Canada Journal / Revue TESL du Canada, 63-87.
Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. London: Taylor & Francis Group.
Li, W. (2010). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 1-14.
Li, W., & Lin, A. M. (2019). Translanguaging classroom discourse: pushing limits, breaking boundaries. Classroom Discourse, 209-215.
Li, W., & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 516-535.
Lopez, A. A., Turkan, S., & Guzman-Orth, D. (2017). Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. Princeton, NJ: Educational Testing Service.
MacSwan, J. (2017). A Multilingual perspective on translanguaging. American Educational Research Journal, 164-201.
Maftoon, P., & Shakibafar, M. (2011). Who is a Bilingual? Journal of English studies, 79-85.
Makulloluwa, E. (2013). Code switching by teachers in the second language classroom. International Journal of Arts & Sciences, 581-598.
Maturana, L. (2014). Evaluación de los aprendizajes en el contexto de otras lenguas. Medellín, Antioquia: Fondo Editorial Funlam.
Møller, J. S., Jørgensen, N. J., & Holmen, A. (2014). Polylingual development among Turkish speakers in a Danish primary school – a critical view on the fourth grade slump. International Journal of Bilingual Education and Bilingualism, 32-54.
Mora, R. A. (2020). LSLP Micro-Papers. Retrieved from Critical Literature Review: https://www.lslp.org/uploads/3/8/9/7/38976989/lslp-micro-paper-77-critical-literature-review.pdf
Morales, J., Schissel, J. L., & López-Gopar, M. (2020). Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico. Springer Nature Switzerland , 161-183.
Ng, L. L., & Lee, S. L. (2019). Translanguaging Practices and Identity Construction of Multilingual Malaysian University Graduates in Digital Media. English Teaching & Learning, 105-123.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and desconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 281-307.
Otheguy, R., García, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 625-651.
Peláez, O., & Usma, J. (2017). The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study. Profile: Issues in Teachers' Professional Development, 121-134.
Pontier, R. W. (2022). Developing Translanguaging Stances in ESOL-Focused Teacher Education Courses: Teacher Candidates’ Beliefs about and Knowledge of Bilingualism and Bilingual Education. Teaching English as a Second or Foreign Language, 1-22.
Poza, L. (2019). “Los Dos Son Mi Idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth . Journal of language, identity & education, 92-109.
Prada, J. (2022). Articulating Translanguaging as Pedagogy of Empowerment for Racialized, Language Minoritized Bilinguals: From Concepto to Proyecto through Digital Storytelling. TESL Canada Journal / Revue TESL du Canada, 171-185.
Saputra, W. A., & Akib, E. (2018). Translanguaging in English as Foreign Language (EFL) Classroom Assessment: A Discourse Analysis in Indonesian University. The 65th TEFLIN International Conference, 141-149.
Schreiber, B. R. (2015). “I am what i am”: Multilingual identity and digital translanguaging. Language Learning & Technology, 69-87.
Shin, J.-Y., Dixon, L. Q., & Choi, Y. (2019). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 1-14.
Shohamy, E. (2011). Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies. The Modern Language Journal, 418-429.
Steele, C., Dovchin, S., & Oliver, R. (2022). "Stop Measuring Black Kids with a White Stick": Translanguaging for Classroom Assessment. RELC Journal, 1-14.
Swain, M. (2006). Languaging, Agency and Collaboration in Advanced Second Language Proficiency. Advanced Language Learning: The Contribution of Halliday and Vygotsky, 95-108.
Usma, J. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers' Professional Development, 123-141.
Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg [An evaluation of teaching and learning methods in the context of bilingual secondary education] (unpublished PhD thesis). Bangor, UK: University of Wales.
Zavala, V. (2019). Translanguaging pedagogies and power: a view from the south. Language and Education, 174-177.
Baker, C. (2001). Foundations of Bilingual Education and Bilingualism. Clevendon: Multilingual Matters LTD.
Bauer, E. B., Colomer, S. E., & Wiemelt, J. (2018). Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments. Urban Education, 1-18.
Brown, D. H., & Abeywickrama, P. (2019). Language Assessment: Principles and Classroom Practices. Hoboken, New Jersey: Pearson Education.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 1-28.
Creese, A., & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy For Learning and Teaching? The Modern Language Journal, 103-115.
Creese, A., & Blackledge, A. (2015). Translanguaging and Identity in Educational Settings. Annual Review of Applied Linguistics, 20-35.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective . New York: Wiley-Blackwell.
García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism, and Education. England, UK: Palgrave MacMillan.
García, O., & Lin, A. (2017). Translanguaging in Bilingual Education. Bilingual and Multilingual Education, Encyclopedia of Language and Education, 117-130.
García, O., & Torres-Guevara, R. (2010). Monoglossic Ideologies and Language Policies in the Education of U.S. Latinas/os. In E. Murillo, S. Villena, R. Trinidad Galván, J. Sánchez Muñoz, C. Martínez, & M. Machado-Casas, Handbook of Latinos and Education: Theory, Research, and Practice (pp. 182-194). Mahwah, NJ: Lawrence Erlbaum .
García-Mateus, S., & Palmer, D. (2017). Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education. Journal of Language, Identity & Education, 245-255.
Griffee, D. T. (2014). An Introduction to Second Language Research Methods: Design and Data. Berkeley, California: TESL-EJ Publications.
Heugh, K. (2015). Epistemologies in multilingual education: translanguaging and genre companions in conversation with policy and practice. Language and Education, 280-285.
Hurst, E., & Mona, M. (2017). “Translanguaging” as a socially just pedagogy . Education as Change, 126-148.
Kalan, A. (2022). Negotiating Writing Identities Across Languages: Translanguaging as Enrichment of Semiotic Trajectories. TESL Canada Journal / Revue TESL du Canada, 63-87.
Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. London: Taylor & Francis Group.
Li, W. (2010). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 1-14.
Li, W., & Lin, A. M. (2019). Translanguaging classroom discourse: pushing limits, breaking boundaries. Classroom Discourse, 209-215.
Li, W., & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 516-535.
Lopez, A. A., Turkan, S., & Guzman-Orth, D. (2017). Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. Princeton, NJ: Educational Testing Service.
MacSwan, J. (2017). A Multilingual perspective on translanguaging. American Educational Research Journal, 164-201.
Maftoon, P., & Shakibafar, M. (2011). Who is a Bilingual? Journal of English studies, 79-85.
Makulloluwa, E. (2013). Code switching by teachers in the second language classroom. International Journal of Arts & Sciences, 581-598.
Maturana, L. (2014). Evaluación de los aprendizajes en el contexto de otras lenguas. Medellín, Antioquia: Fondo Editorial Funlam.
Møller, J. S., Jørgensen, N. J., & Holmen, A. (2014). Polylingual development among Turkish speakers in a Danish primary school – a critical view on the fourth grade slump. International Journal of Bilingual Education and Bilingualism, 32-54.
Mora, R. A. (2020). LSLP Micro-Papers. Retrieved from Critical Literature Review: https://www.lslp.org/uploads/3/8/9/7/38976989/lslp-micro-paper-77-critical-literature-review.pdf
Morales, J., Schissel, J. L., & López-Gopar, M. (2020). Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico. Springer Nature Switzerland , 161-183.
Ng, L. L., & Lee, S. L. (2019). Translanguaging Practices and Identity Construction of Multilingual Malaysian University Graduates in Digital Media. English Teaching & Learning, 105-123.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and desconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 281-307.
Otheguy, R., García, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 625-651.
Peláez, O., & Usma, J. (2017). The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study. Profile: Issues in Teachers' Professional Development, 121-134.
Pontier, R. W. (2022). Developing Translanguaging Stances in ESOL-Focused Teacher Education Courses: Teacher Candidates’ Beliefs about and Knowledge of Bilingualism and Bilingual Education. Teaching English as a Second or Foreign Language, 1-22.
Poza, L. (2019). “Los Dos Son Mi Idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth . Journal of language, identity & education, 92-109.
Prada, J. (2022). Articulating Translanguaging as Pedagogy of Empowerment for Racialized, Language Minoritized Bilinguals: From Concepto to Proyecto through Digital Storytelling. TESL Canada Journal / Revue TESL du Canada, 171-185.
Saputra, W. A., & Akib, E. (2018). Translanguaging in English as Foreign Language (EFL) Classroom Assessment: A Discourse Analysis in Indonesian University. The 65th TEFLIN International Conference, 141-149.
Schreiber, B. R. (2015). “I am what i am”: Multilingual identity and digital translanguaging. Language Learning & Technology, 69-87.
Shin, J.-Y., Dixon, L. Q., & Choi, Y. (2019). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 1-14.
Shohamy, E. (2011). Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies. The Modern Language Journal, 418-429.
Steele, C., Dovchin, S., & Oliver, R. (2022). "Stop Measuring Black Kids with a White Stick": Translanguaging for Classroom Assessment. RELC Journal, 1-14.
Swain, M. (2006). Languaging, Agency and Collaboration in Advanced Second Language Proficiency. Advanced Language Learning: The Contribution of Halliday and Vygotsky, 95-108.
Usma, J. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers' Professional Development, 123-141.
Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg [An evaluation of teaching and learning methods in the context of bilingual secondary education] (unpublished PhD thesis). Bangor, UK: University of Wales.
Zavala, V. (2019). Translanguaging pedagogies and power: a view from the south. Language and Education, 174-177.