This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of quantitative and qualitative research from preschool to higher and adult education in different parts of the world give insight into current translanguaging strategies and pedagogies. From translanguaging and transsemiotising in subject lessons such as Mathematics and Geography, to transdisciplinary engagement with poetry and music beyond the classroom, the findings contribute to the development of a practical theory of translanguaging in education, and demonstrate how translanguaging plays a part in everyday language learning and language use.



This book is open access under a CC BY ND licence.

Edina Krompák is Professor of Educational Sciences and Head of the Institute of Language Learning and Teaching and Educational Linguistics at the University of Teacher Education Lucerne as well as lecturer at the University of Basel, Switzerland. Her research encompasses the relationships between linguistic landscape and educational spaces, translanguaging in education, language and identity, and multimodality in language learning and teaching.

Stephan Meyer is Head of English and coordinator of Arabic, Chinese and Japanese at the Language Centre at the University of Basel, Switzerland, where he teaches English as an academic lingua franca and promotes multilingualism in higher education. His interests include academic discourse, transsemiotisation and social theory.

Elena Makarova is Professor of Educational Sciences and Director of the Institute for Educational Sciences at the University of Basel, Switzerland. Her research focuses on development, learning and teaching in the face of heterogeneity in the school context, inclusion and exclusion processes due to origin, and gender in educational settings and developmental trajectories.