The DOI matches its Crossref record; 50 of the 50 references it cites were found in a registry or an index.
Putting translanguaging into practice: A view from England
Abstract
Abstract Our understandings of multilingualism have changed significantly over the last 50 years. Whilst there is broad agreement of the positive benefits of multilingualism, we are still debating how best to harness and make use of multilingualism with respect to curriculum and pedagogy in different contexts. Many teachers find themselves working around tensions between monolingual educational policies and multilingual classroom realities. Translanguaging offers us potential new and flexible ways of responding to the needs and practices of multilingual students and addressing gaps between policy and classroom realities. In this paper, we explore the opportunities and constraints of adopting translanguaging practices in publicly funded schools in England where greater school-based curriculum autonomy is being mooted. Our discussion is informed by an analysis of policy documents and teacher interview data, which allowed us to begin to map out an agenda for change with regard to the realisation of translanguaging pedagogies within state-funded educational contexts in England.
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“There is rhetorical celebration of multilingualism in the policy documents and this is reflected in the interviewees favourable attitudes towards multilingualism themselves.However; at the same time because of the lack of positive engagement and encouragement at the policy level there is no real culture or widespread practice in schools of using languages as flexible resources that can be meaning”
From Examining Pedagogical Translanguaging: A Systematic Review of the Literature (2021) · cites this paper as Costley and Leung (2020)
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Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?
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Research works printed but not linked: 1
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Cited by
Examining Pedagogical Translanguaging: A Systematic Review of the Literature
Prilutskaya, M. (2021) · Languages · doi:10.3390/languages6040180 · Cited by 125
Metadata
- Authors
- Costley, T., & Leung, C.
- Affiliations
- University of Essex (GB)
- King's College London (GB)
- Corresponding author
- Costley, Tracey
- Venue
- System
- Publisher
- Elsevier BV
- Published
- 2020-08
- Volume
- 92
- Pages
- 102270
- ISSN
- 0346-251X (ISSN-L)
- OpenAlex
- W3014312757
- Cited by
- 24
- References
- 50
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 4 · 2022: 5 · 2021: 2 · 2020: 1
- FWCI
- 6.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- www.elsevier.com/legal/tdmrep-license (tdm)
- Locations
- System (publishedVersion)
- Open Access at Essex (University of Essex) (acceptedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Education › Education and experiences of immigrants and refugees
- Keywords
- translanguaging, multilingualism, multilingual learners, language policy, curriculum autonomy, state-funded schools, English schools, teaching practice, teacher perceptions, policy-practice gap
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