Abstract
This editorial piece provides an introduction to our special issue on instruction and assessment practices in the schooling of adolescent emergent multilinguals, and a comprehensive overview of the evolution of translanguaging from its origins to its current application as a socio-cognitive-political framework in multilingual education. We discuss its infusion in pedagogical practices to promote equitable learning opportunities for adolescent learners. The special issue highlights both the theoretical underpinnings of translanguaging and its practical applications, particularly in the underexplored area of assessment, offering a fresh perspective on fostering inclusive, dynamic, and culturally sustaining classrooms. Copyright © 2025 Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.
| Original language | English |
|---|---|
| Article number | 101404 |
| Journal | Linguistics and Education |
| Volume | 86 |
| Early online date | Feb 2025 |
| DOIs | |
| Publication status | Published - Apr 2025 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 16 Peace, Justice and Strong Institutions
Keywords
- Adolescent learners
- Differentiated instruction
- Emergent multilinguals
- Language assessment
- Translanguaging
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