What is it? Most of the world population speaks two or more languages,
which means many classrooms are intrinsically multilingual. In addition,
education in more than one language is currently being promoted across the
world, and there is an increasing interest in exploring how bilingual
speakers are educated, reflecting “the shift from monolingual ideologies in
the study of multilingual education to multilingual ideologies and dynamic
views of multilingualism” (Cenoz & Gorter, 2020, p. 300). This change in
interpreting multilingualism is supported by the emergence of concepts such
as translanguaging. Nowadays, the term translanguaging is used in various
contexts (for example, bilingual and multilingual education, English-medium
instruction, or language teaching, including Content and Language Integrated
Learning, or CLIL; see Cenoz & Gorter, 2020, pp. 305-306). Everyday or
social translanguaging refers to how multilinguals tactically use their
whole linguistic repertoire for communication purposes. Rather than
indicating what languages are, translanguaging focuses on what multilingual
speakers do with languages, which is to fluidly navigate across them.
Therefore, the boundaries between languages become more diffused.
Using Linguistically Appropriate Practice: A Guide for Teaching in Multilingual Classrooms
