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Translanguaging Across Content Areas: Building Collaboration Between ENL and Mainstream Teachers
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2025-12
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Translanguaging challenges English-only approaches by positioning bilingualism as a dynamic resource for learning, rather than a barrier. This literature review explores the theoretical, empirical and pedagogical foundations of translanguaging. Through this exploration, it will identify how it supports equitable, culturally responsive instruction for emergent bilinguals. Drawing from sociocultural theory and culturally responsive teaching, the review synthesizes studies showing that translanguaging enhances comprehension, engagement and student identity development across content areas. Evidence from classroom research highlights its role in fostering collaboration, deepening conceptual understanding and validating multilingual students’ lived experiences. The review also examines teacher beliefs and professional learning to emphasize how training that links theory to practice enables educators to confidently integrate translanguaging strategies. Findings indicate that sustained professional development and institutional support are crucial for long-term implementation. Ultimately, translanguaging empowers learners to access their full linguistic repertoires while promoting inclusion and academic growth. The synthesis presented in this paper contributes to the broader conversation on equitable language education and underscores the need for continued research and teacher preparation that centers multilingual competence as an asset.