"

8.3 References for Translanguaging Pedagogies

Emma Trentman

References

Anderson, B. (2006). Imagined communities: Reflections on the origin and spread of nationalism. Verso Books.

Anya, U. (2017). Racialized identities in second language learning: Speaking blackness in Brazil. Routledge.

Beacco, J.-C., & Byram, M. (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Retrieved from https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc1c4.

Blommaert, J. (2006). Language ideology. In Encyclopedia of language and linguistics (pp. 510-522). Elsevier. https://doi.org/10.1016/b0-08-044854-2/03029-7

Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and translanguaging (pp. 1–15). Cambridge University Press.

Conteh, J., & Meier, G. (2014). The multilingual turn in languages education: Opportunities and challenges. Multilingual Matters.

Cummins, J. (2021). 2. Translanguaging: A critical analysis of theoretical claims. In P. Juvonen & M. Källkvist (Eds.), Pedagogical translanguaging: Theoretical, methodological and empirical perspectives (pp. 7–36). Multilingual Matters. https://doi.org/10.21832/9781788927383-004

Diao, W., & Trentman, E. (2021). Language learning in study abroad: The multilingual turn. Multilingual Matters.

García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.

Heller, M. (2007). Multilingualism and transnationalism. In P. Auer & L. Wei (Eds.), Handbook of multilingualism and multilingual communication (pp. 539–554). De Gruyter Mouton. https://doi.org/10.1515/9783110198553.4.539

Irvine, J. T., & Gal, S. (2009). Language ideology and linguistic differentiation. In A. Duranti (Ed.), Linguistic anthropology: A reader (pp. 402–434). Wiley-Blackwell.

Kramsch, C., & Huffmaster, M. (2015). Multilingual practices in foreign language study. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and translanguaging (pp. 114–136). Cambridge University Press.

Leeman, J. (2014). Critical approaches to the teaching of Spanish as a local-foreign language. The handbook of Hispanic applied linguistics, 275-292. Routledge.

Makalela, L. (2016). 2. Translanguaging practices in a South African institution of higher learning: A case of Ubuntu multilingual return. In C. Mazak & K. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 11–28). Multilingual Matters. https://doi.org/10.21832/9781783096657-004

Makoni, S. & Pennycook, A. (2006). Disinventing and reconstituting languages. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages (pp. 1–41). Multilingual Matters. https://doi.org/10.21832/9781853599255-003

May, S. (2014). Introducing the “multilingual turn”. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL, and bilingual education (pp. 1–6). Routledge.

Mori, J., & Sanuth, K. K. (2018). Navigating between a monolingual utopia and translingual realities: Experiences of American learners of Yorùbá as an additional language. Applied Linguistics, 39(1), 78-98. https://doi.org/10.1093/applin/amx042

Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63, 1–24. https://doi.org/10.1111/j.1467-9922.2012.00735.x

Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014

Piccardo, E. (2017). Plurilingualism: vision, conceptualization, and practices. In P. P. Trifonas & T. Aravossitas (Eds.), Handbook of research and practice in heritage language education (pp. 207–225). Springer International handbooks of education. Springer. https://doi.org/10.1007/978-3-319-44694-3_47

Seltzer, K. & Wassell, B. (2022). Toward an anti-racist world language classroom: A translanguaging approach. The Language Educator, 17(1), 27–31.

Trentman, E. (2021). Reframing monolingual ideologies in the language classroom: Evidence from Arabic study abroad and telecollaboration. In B. Dupuy & K. Michelson (Eds.), Pathways to paradigm change: Critical examinations of prevailing discourses and ideologies in second language education (pp. 108–132). Cengage Learning.

Wei, L. (2018). Translanguaging as a practical theory of language. Applied linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039

Woolard, K. A. (1998). Introduction language ideology as a field of inquiry. In B. B. Schieffelin, K. A. Woolard, & P. V. Kroskrity (Eds.), Language ideologies: Practice and theory (pp. 20–86). Oxford University Press. https://doi.org/10.1093/oso/9780195105612.003.0001

License

Contemporary Topics in Applied Linguistics for Language Educators Copyright © 2025 by Julieta Fernández and Chantelle Warner; rights for individual chapters held by respective authors. All Rights Reserved.