The affordances of pedagogical translanguaging in university language teaching and learning

Abstract

As Australian universities are increasingly recognised as multilingual spaces (e.g., Ollerhead & Baker, 2019; Pauwels, 2014a, 2014b), student cohorts in language courses are also becoming more linguistically and culturally diverse. Taking translanguaging as a conceptual framework (e.g., Li, 2018), this project explores language students’ understanding of the notion of translanguaging and its pedagogical affordances in language learning through recognising prior experiences with and knowledge of languages and linguistic practices as resources (Cummins, 2017; de Jong et al., 2019). As translanguaging is a debated and complex notion (e.g., Bonacina-Pugh et al., 2021; Jaspers, 2018), the concept..