This report reviews studies on language teachers as materials developers in language education, particularly focusing on how language teachers act as materials users, materials analysts, and materials designers when engaging with language learning and teaching materials. We contend that the three dimensions of materials development - that is,…

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited…

From 2017 to 2019, the first two authors, Zhongfeng and Elizabeth, and a team of researchers set off on a journey through four iterative cycles of infusing translanguaging into an undergraduate Teaching English to Speakers of Other Languages certificate program at a United States urban institution. Their goal was to learn how to prepare future…

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular,…

Pedagogical translanguaging refers to the use of different planned strategies based on activating students' resources from their whole linguistic repertoire . The aim of this article is to examine the theoretical foundations of pedagogical translanguaging and its application in the classroom. The core characteristics of pedagogical translanguaging…

Translanguaging has been put forth as an asset-based perspective to language education that recognizes the diverse communicative repertoires of plurilingual students. In this thematic review, we highlight the potential of translanguaging as a pedagogical approach in fostering educational equity and generating critical dialogue among various…

This paper focuses on teacher agency in creating a 'translanguaging space' in Nepal's multilingual public schools. Drawing on the ethnographic data from two public schools, we discuss how teachers can resist a monolingual ideology of an English as a medium of instruction policy to ensure students' participation in classroom activities. The…

In this conceptual paper, we explore the opportunities and challenges that translanguaging may provide for students from Australian Aboriginal backgrounds and their teachers. We use examples taken from Australian Aboriginal students who may speak Standard Australian English, Australian Aboriginal English, creoles (Kriol being the common one across…

Suresh Canagarajah is Edwin Erle Sparks Professor and Director of the Migration Studies Project, Departments of Applied Linguistics and English, Pennsylvania State University, USA. Having a BA with a major in English from the University of Kelaniya, Sri Lanka, and a PhD in Applied Linguistics from the University of Texas at Austin, USA, Professor…

Peer feedback has long been recognized for its value in improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of online peer feedback on learners' second language writing performance. To fill the gap, we carried out this mixed-methods study to examine to…

Translanguaging has opened up spaces to recognize the dynamic multilingualism of students in classrooms taught in dominant languages, and problematized concepts such as 'additive bilingualism'. This article aims to further explore two issues that remain little understood. First, translanguaging is often seen as simply the acknowledgement or use of…

Translanguaging as pedagogical practice and a theory of language has gained increasing importance in recent years. However, little research has reported Chinese English-as-a-foreign-language students' perceptions of translanguaging; neither has research examined the predictive effects of the factors contributing to the amount of student…

Shadowing, a practice of repeating what one hears as simultaneously and accurately as possible, has been researched in the Teaching English to Speakers of Other Languages (TESOL) field for years. The research findings have shown that shadowing contributes to English as a Foreign Language (EFL) learners' bottom-up listening skills, which leads to…

Learner engagement is crucial for ensuring the quality of learning experiences, and yet the study of 'task engagement' has received relatively little empirical attention in the language education domain. This article reports on a study exploring the factors contributing to learners' engagement and disengagement during task performance in an…

With the exponential growth of information and communication technology, many digital tools that can provide immediate feedback on pronunciation have been developed in recent years. Among them, one recent noteworthy tool is "Clips," which is capable of creating fun videos with automatically generated captions. This technology review…