Translanguaging in the Multilingual Language Classroom

Abstract

Given today's culturally diverse classrooms, incorporating new perspectives and pedagogies must be considered of value. This should be primarily considered in the language classroom. Considering multilingualism as a rule, but simultaneously also considering how marginalized many individuals have been, especially in the language classroom; the inclusion of newer pedagogies which resist, and conjointly empower, emergent bilinguals, should be considered. The current chapter aims to highlight relevant literature which may enlighten the use of translanguaging practices in the language classroom.