Translanguaging and culturally sustaining pedagogies
A mutually dependent relationship
Bibliographic Data
| ID | 8937358 |
|---|---|
| Authors | Ingrid Rodrick Beiler (0000-0002-9660-5156, Oslo Metropolitan University University of Oslo Oslo Norway, corresponding author), Luis S Villacañas De Castro (0000-0002-4121-254X, Department of Language and Literature Education University of Valencia Valencia Spain) |
| Year | 2025 |
| Volume | 58 |
| Issue | 1 |
| Pages | 159-181 |
| Publication date | 2025-01-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12791 |
| OpenAlex | W4406881450 |
| Language | EN |
| Citations received | 5 |
| References cited | 38 |
Translanguaging has increasingly been embraced in equity‐oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case‐to‐case synthesis examines this nexus in English foreign language (EFL) teaching through ethnographic and participatory methods with students belonging to historically oppressed peoples in Europe, including Indigenous Sámi (Norway) and Roma (Spain) students, respectively. In the Norwegian case, student translanguaging demonstrated possibilities to shift English teaching toward CSP in a setting where such pedagogical practices were largely absent. In the Spanish case, the creativity favored by pedagogical translanguaging became essential for the students to expand their cultural perspectives and grow through English in an extracurricular implementation of CSP. Together, these cases demonstrate the mutual dependence of CSP and translanguaging
Language proficiency · Linguistics · Pedagogy · Sociology · Translanguaging · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Connecting Language, Literacy, and Empowerment Through Digital Storytelling With Afghan Refugee Women
Institutional and gender influences on translanguaging practices among Indian university students
Translanguaging, power, and (in)equity in EFL and EMI classrooms
Pedagogical translanguaging in secondary EFL
Translanguaging in a culturally and linguistically diverse Mandarin FLES program
Rethinking Case Study Research
Linguistic Ethnography
Translanguaging
Translanguaging
Translanguaging in teacher education
Translanguaging in culturally sustaining systemic functional linguistics
Translanguaging instead of standardisation
The translanguaging classroom
Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners
Sámi in the Heart’
Translanguaging interventions and the construction of the multilingual self through culturally sustaining pedagogies
Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms
Minority languages and sustainable translanguaging
Matter, Literacy, and English Language Teaching in an Underprivileged School in Spain
Teaching English as a Non‐Imperial Language in an Underprivileged Public School in Spain
Reconceptualizing “Home” and “School” Language
Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway
Sustaining Critical Approaches to Translanguaging in Education
Culturally Sustaining Pedagogy
Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design
Funds of knowledge for teaching
Reflexive methodology
Assimilation of the Sami - Implementation and Consequences1
The Linguistic Repertoire Revisited
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Mas amas diehtá maid oarri borrá
Teaching Hispanic Restaurant Workers
Cultural capital in educational research
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |