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Article published In: Translation and Translanguaging in Multilingual Contexts
Vol. 12:1 (2026) ► pp.2–22

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Shattering the glass ceiling of language barriers in bilingual and multilingual classrooms

 | Ramakrishna Mission Brahmananda College of Education
Published online: 4 December 2025
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https://doi.org/10.1075/ttmc.00173.bis
Abstract
This paper aims to explore the role of teachers in bilingual and multilingual translanguaging classrooms and how bilingual and multilingual translanguaging are different from each other. Data were collected from five state-run schools in the Paschim Medinipur district, West Bengal, India. A qualitative approach to data analysis was adopted. Findings reveal that most English as a Second Language (ESL) teachers use translanguaging in two different ways — six teachers use only two dominant languages (Bengali and English) and three teachers use three languages, including minority languages. This paper argues that bilingual translanguaging is subtractive whereas multilingual translanguaging is additive and inclusive. Moreover, multilingual translanguaging seems to be more beneficial to students than bilingual translanguaging.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Translanguaging — moving within and beyond languages
    • 2.2Bilingual vs. multilingual translanguaging
    • 2.3Translanguaging in bilingual and multilingual classrooms
    • 2.4Translanguaging and the role of minority languages
    • 2.5Pedagogical translanguaging in the Global South
    • 2.6Aims and objectives
  • 3.Methodology
    • 3.1Research context
    • 3.2Research design
    • 3.3Participants
    • 3.4Data collection
  • 4.Data analysis
  • 5.Findings and discussion
  • 6.Conclusion
  • References
References (57)
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