Commentary In:
Linguistic Approaches to Bilingualism: Online-First ArticlesCommentary
What is/are the goal(s) of translanguaging?
This content is being prepared for publication; it may be subject to changes.
References (16)
Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive
vocabulary differences in monolingual and bilingual children. Bilingualism: Language and
Cognition,
13
(4), 525–531.
Bridges, K., & Hoff, E. (2014). Older
sibling influences on the language environment and language development of toddlers in bilingual
homes. Applied
Psycholinguistics,
35
(2), 225–241.
Calabrese Barton, A. & Tan, E. (2010). We
be burnin’! Agency, identity, and science learning. The Journal of the Learning
Sciences,
19
(2), 187–229.
Compton-Lilly, C. (2006). Identity,
childhood culture, and literacy learning: A case study. Journal of Early Childhood
Literacy,
6
(1), 57–76.
Cummins, J. (2014). Rethinking
pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and
Content-Based Language
Education,
2
(1), 3–22.
García, O. & Li, W. (2014). Translanguaging:
Language, bilingualism and education. Palgrave Macmillan.
Härmälä, M., & Barkhanajyan, A. (2018). L2
students’ language-related difficulties in subject classes. Revue francaise de linguistique
appliquee,
23
(2), 45–58.
Jhangiani, R. S., Chiang, I.-C. A., Cutler, C., & Leighton, D. C. (2019). Research
Methods in Psychology (4th edition). Available at: [URL]
Lamb, T. E. (2011). Fragile
identities: Exploring learner identity, learner autonomy and motivation through young learners’
voices. Canadian Journal of Applied
Linguistics,
14
(2), 68–85.
Lazaruk, W. (2007). Linguistic,
academic, and cognitive benefits of French immersion. Canadian Modern Language
Review,
63
(5), 605–627.
Lyster, R. (2019). Translanguaging
in immersion: Cognitive support or social prestige? Canadian Modern Language
Review,
75
(4), 340–352.
Mavroudi, E. (2020). Feeling
Greek, speaking Greek? National identity and language negotiation amongst the Greek diaspora in
Australia. Geoforum,
116
1, 130–139.
May, S. (2011). The
disciplinary constraints of SLA and TESOL: Additive bilingualism and second language acquisition, teaching and
learning. Linguistics and
Education,
22
(3), 233–247.
Norton, B., & De Costa, P. I. (2018). Research
tasks on identity in language learning and teaching. Language
Teaching,
51
(1), 90–112.
Poza, L. E. (2018). The
language of ciencia: Translanguaging and learning in a bilingual science
classroom. International Journal of Bilingual Education and
Bilingualism,
21
(1), 1–19.
Treffers-Daller, J. (2025). Translanguaging:
what is it besides smoke and mirrors? Linguistic Approaches to
Bilingualism.