Abstract
In this chapter the historical origins of the term translanguaging and the different contexts in which the term has subsequently been developed, contested, and applied will be discussed. The distinctively different theoretical assumptions entailed in the term translanguaging and the traditional terms of code-switching/code-mixing will be delineated. The most recent literature on translanguaging pedagogies will also be reviewed with a view to clarifying the difference between a focus on translanguaging as a spontaneous human communicative phenomenon and a focus on translanguaging pedagogies as a set of design-based principles for scaffolding bi-/multilingual development. Copyright © 2020 Springer Nature Singapore Pte Ltd.
| Original language | English |
|---|---|
| Title of host publication | Translanguaging in multilingual English classrooms: An Asian perspective and contexts |
| Place of Publication | Singapore |
| Publisher | Springer |
| Pages | 1-9 |
| ISBN (Electronic) | 9789811510885 |
| ISBN (Print) | 9789811510861 |
| DOIs | |
| Publication status | Published - 2020 |