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Cited by 651

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Translanguaging: developing its conceptualisation and contextualisation

Lewis, Gwyn, Jones, Bryn, Baker, Colin·2012·Educational Research and Evaluation
DOI 10.1080/13803611.2012.718490
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Abstract

Following from Lewis, Jones, and Baker (this issue), this article analyses the relationship between the new concept of “translanguaging” particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes. The article considers the pedagogic nature of translanguaging in terms of language proficiency of children, developmental use in emergent bilinguals, variations in input and output, relationship to the subject/discipline curriculum, deepening learning through language development, cognitive development, and content understanding, and the role of children, including Deaf children, and in the use of translanguaging in educational activity. The conceptualisation of translanguaging is also shown to be ideological.

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Metadata

Authors
Lewis, G., Jones, B., & Baker, C.
Venue
Educational Research and Evaluation
Publisher
Informa UK Limited
Published
2012-10
Volume
18
Issue
7
Pages
655-670
ISSN
  • 1380-3611 (ISSN-L)
  • 1744-4187
DOI
10.1080/13803611.2012.718490
OpenAlex
W2075407657
Cited by
651
References
2
FWCI
51.30
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Translanguaging: developing its conceptualisation and contextualisation. https://app.cochat.ai/papers/10.1080/13803611.2012.718490
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Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: developing its conceptualisation and contextualisation. Educational Research and Evaluation. https://doi.org/10.1080/13803611.2012.718490

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