Li Wei

TL;DR: Translanguaging in Education: Principles, Implications, Challenges, and Conclusion

TL;DR: In this paper, a combination of observation of multilingual practices and metalanguage commentaries by three Chinese youths in Britain was used to examine the creativity and criticality of these practices, the identity positions they construct and present for themselves, and the social spaces they create and occupy within the wider space they find themselves in.

TL;DR: Translanguaging as a theory of language is discussed in this article, where the authors discuss the theoretical motivations behind and the added values of the concept, and elaborate on two related concepts: Translangling Space and Translanging Instinct, to underscore the necessity to bridge the artificial and ideological divides between the so-called sociocultural and the cognitive approaches to Translambaging practices.

TL;DR: This paper reviewed traditional definitions and types of bilingual education, and presented ways in which educators are promoting flexible languaging in teaching, transgressing the strict structures of dual language bilingual classrooms, as well as going beyond the traditional view of separate languages literacies.

TL;DR: The authors observed a broad range of multilingual practices across a variety of settings in schools, and at the boundaries of school and home, and identified two seemingly contradictory positions in relation to participants' bilingualism: an ideology which argues for language separation and one in which flexible bilingualism flourishes as a practice.