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Li Wei & Angel M. Y. Lin (2019) Translanguaging classroom discourse: pushing limits, breaking boundaries, Classroom Discourse, 10:3-4, 209-215, DOI: 10.1080/19463014.2019.1635032

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Garcia, O., & Kleifgen, J. (2018). Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners (Second ed.). Teachers College Press.

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As the term was being developed and understood it has become broader and more inclusive than codeswiting.

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Through the understanding and implementation of translanguaging, it supports social justice movement.

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"Translanguaging empowers both the student and the teacher through the focus on making meaning, experience and identity"

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It empowers the students to use their multilingual abilities fluidly and hopes to break down the societal barriers surrounding the classroom.

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Li, S., & Luo, W. (2017, January). Creating a Translanguaging Space for High School Emergent Bilinguals. The CATESOL Journal, 29(2), 139-161.

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Garcia, O., & Lin, A. M. (2017). Translanguaging in Bilingual Education. In O. Garcia (Ed.), Encyclopedia of Language and Education (3 ed., pp. 117-129). Spring International Publishing.

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Baker identified four advantages
1 - Deeper and fuller understanding of content
2 - Development of the weaker language
3 - Encourage home-school cooperation
4 - Integration of fluent speakers with early emergent bilinguals

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Working with partners in a fluid bilingual environment to focus on content and language development, it creates a social resource without boundaries.

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Dual language programs use the term translanguage to promote their program, but have constraints that prevent a true translanguaging environment.

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Students do not merely process the information in a monolingual manner of going from text to worksheet, but processing the information through a bilingual method they obtain a significant understanding.

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Processing figurative speech with translanguaging skills and a partner help to work through misunderstandings

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Allowing the students to use their home languages in presentations and through notes enables them to "do" Social Studies.

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Educators must promote collaboration across languages to support content understanding

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1 - Multilingual resources
2 - Preplanned grouping of students
3 - Translanguaging objectives
4 - Translanguaging strategies
5 - Translanguaging assessment

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"...the power of translanguaging encourages emergent bilinguals to use their home language practices actively to think, reflect, and extend their semiotic meaning-making repertoire."

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"...English must become part of the emergent bilinguals "own" complex language system. "