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Article published In:
Translation and Translanguaging in Multilingual Contexts
Vol. 8:3 (2022) ► pp.285–317

Translanguaging in CLIL

A scoping review

| Kaunas University of Technology | University of Antwerp
| University of Antwerp | Rhodes University
Translanguaging was a relatively little-known concept 20 years ago, but has now become a ‘household name’ in academic contexts. The body of research on translanguaging is ever-growing and the concept covers a vast field from bilinguals’ everyday language use to a theory of language and education. By means of a scoping literature review this study focuses on translanguaging as a pedagogy within bilingual education and synthesises existing empirical research on the topic that was carried out between 1990 and 2020.
Keywords: translanguaging, bilingual education, CLIL, scoping review
Article outline
  • 1.Introduction
  • 2.Theoretical framework
  • 3.Methodology
    • 3.1Review question and review approach
    • 3.2Search strategy
    • 3.3Inclusion criteria
    • 3.4Selection of studies
    • 3.5Thematic analysis
  • 4.Results
    • 4.1Descriptive characteristics
    • 4.2Findings
      • 4.2.1Translanguaging in classroom practice
      • 4.2.2Translanguaging through the eyes of teachers/students
      • 4.2.3Translanguaging in task-based language production
        • Written tasks
        • Reading tasks
      • 4.2.4Translanguaging and academic achievement
  • 5.Discussion
  • References
Published online: 13 October 2022
DOI logo
https://doi.org/10.1075/ttmc.00095.lis
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