Translanguaging in education

Florence Bonacina-Pugh*, Ildegrada Da Costa Cabral, Jing Huang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


This state-of-the-art review focuses on translanguaging in education. In recent years, scholars have engaged in the conceptualisation of ‘translanguaging’ (e.g. García, 2009; García and Li Wei, 2014a; Li Wei, 2018) as well as in conducting a vast and ever-increasing number of empirical studies, in educational contexts in particular. This paper aims to take stock of the different ways in which ‘translanguaging’ has been conceptualised and of the ways in which it has been interpreted and applied in the study of multilingualism in diverse educational contexts across the globe. Our review exercise shows that ‘translanguaging’ has been conceptualised within two different approaches, which we propose to call the ‘fixed language approach’ and the ‘fluid languaging approach’. It further shows how ‘translanguaging’ has been studied within these two approaches in different educational contexts. We finish our review by calling for new methodologies adapted to a linguistics of fluidity and by considering critically translanguaging as a scholarly phenomenon.
Original languageEnglish
Number of pages33
JournalLanguage Teaching: Surveys and Studies
Early online date17 Nov 2021
Publication statusE-pub ahead of print - 17 Nov 2021


  • translanguaging
  • education
  • state of the art review
  • multilingualism


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