Translanguaging

In this article, Williams (2022) investigates the use of gestures and models by fifth-grade emergent bilinguals during translanguaging in a content and language integrated learning (CLIL) science class in Hong Kong. The study, grounded in the theory of multiliteracies, views language as a semiotic system encompassing both linguistic and non-linguistic modes of communication. Conducted over nine months in an independent school, the research involved 10 fifth-grade students and analyzed video…

In a mixed-methods study, Zhou et al. (2021) explored students’ translanguaging practices within an English as a Medium of Instruction (EMI) middle school classrooms at an international school in China. Through classroom observations and interviews, the authors found students engaged in translanguaging for a variety of social and academic purposes, though some were unsure whether translanguaging should be accepted in formal contexts. The authors call for teachers to recognize the…