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Article published In: Epistemological issue: Translanguaging
Edited by Cristina Flores and Neal Snape
[Linguistic Approaches to Bilingualism 15:1] 2025
► pp. 1–26

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Translanguaging

What is it besides smoke and mirrors?

ORCiD logo with link | University of Reading
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Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with University of Reading.

Published online: 5 July 2024
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https://doi.org/10.1075/lab.24015.tre
Abstract
Since the launch of the term translanguaging in 1994, the multiple discursive practices that are grouped under this label have been explored in over 3000 papers, covering a variety of contexts, both within and outside education. While the term has clearly resonated with researchers and practitioners, here it is argued that it is unclear what it means exactly, because there are no diagnostic criteria specifying what it is. Extensive criticism has also been put forward in the academic literature, showing that central claims are untenable in the face of overwhelming counter-evidence from a range of fields, including studies on code-switching, bilingual education, bilingual first language acquisition, language contact and language processing. However, translanguaging can become a useful instrument for researchers and practitioners if the concept is narrowed down to what it was coined for, namely pedagogical practices that are beneficial for multilingual learners. In order for this to happen, clear diagnostic criteria need to be provided for the identification of translanguaging, and research evidence from neuroscientific, structural, psycholinguistic and sociolinguistic studies on multilingualism needs to be integrated into its conceptualization.
Article outline
  • 1.Introduction
  • 2.What is translanguaging?
  • 3.Central claims
  • 4.Translanguaging and code-switching
  • 5.Pedagogical translanguaging
  • 6.Conclusion
  • Notes
  • References
References (115)
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2025. English (un)Bordered: Five Principles for Reflective Translanguaging in Southeast Asian ELT. RELC Journal DOI logo
Torregrossa, Jacopo, Christiane Bongartz & Sonja Eisenbeiß
2025. Does ‘translanguaging’ equal ‘reasoning in multiple languages?’. Linguistic Approaches to Bilingualism 15:1 ► pp. 92 ff. DOI logo
Tovar, Alexandra & Neal Snape
2025. Reconceptualizing translanguaging amid critique. Linguistic Approaches to Bilingualism 15:1 ► pp. 98 ff. DOI logo
Treffers-Daller, Jeanine
2025. Ways forward in the study of translanguaging. Linguistic Approaches to Bilingualism 15:1 ► pp. 108 ff. DOI logo
Xiao, Gengqi
2025. Rethinking translanguaging: (Trans)bordering, spatiality, and academic discourse socialization in a graduate TESOL classroom. Applied Linguistics DOI logo
Yuan, Boping
2025. Is translanguaging rule-governed?. Linguistic Approaches to Bilingualism 15:1 ► pp. 103 ff. DOI logo
Yüzlü, Muhammet Yaşar
2025. Exploring pre-service early childhood teachers’ translanguaging perceptions in an EFL context: insights from a workshop. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo
Zano, Kufakunesu & Pretty Thandiswa Mpiti
2025. Enhancing an equitable language learning environment through translanguaging in English language classrooms. International Journal of Business Ecosystem & Strategy (2687-2293) 7:2 ► pp. 436 ff. DOI logo
Bilginer, Hayriye & Stefan Rathert
2024. Translingual Practice as a Communicative Resource in the Discourse of Foreign Language Teaching Researchers. International Journal of Applied Linguistics DOI logo

This list is based on CrossRef data as of 24 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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