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Jasone Cenoz and Durk Gorter explain an approach to teaching that draws on the full range of languages a learner knows. Pedagogical translanguaging treats those linguistic resources as connected, rather than requiring every language to remain isolated during learning.
The book distinguishes the planned use of multiple languages in instruction from other forms of multilingual practice. It considers how language and subject learning interact, how learners develop awareness of language, and how classroom activities can make use of knowledge carried across linguistic boundaries. Examples connect the theoretical account with decisions about teaching.
The authors also examine what this approach means for minority languages and for educational settings where an additional language is used as the medium of instruction. Written for researchers and educators, the work brings together questions about multilingual competence, classroom organization and the relationship between learners’ existing resources and new knowledge.
Jasone Cenoz; Durk Gorter. Pedagogical Translanguaging. Cambridge University Press, 2021. https://doi.org/10.1017/9781009029384. Licensed CC BY-NC-ND 4.0; the unchanged original edition and its required notices are retained.