This systematic review disentangles the distinctions and overlaps between translanguaging and plurilingualism, the two significant frameworks in multilingual education. Translanguaging focuses on the dynamic and fluid use of an integrated linguistic repertoire, fostering inclusivity and adaptability, while plurilingualism emphasizes the structured coexistence of distinct languages, promoting linguistic and cultural diversity. Following the guidelines of PRISMA, the review synthesizes findings from books, reports, and peer-reviewed articles, critically analyzing the theoretical foundations, pedagogical applications, and sociolinguistic implications. The key findings of this review reveal shared commitments to ensuring equity and inclusivity as well as assisting multilingual learners, along with theoretical and practical divergences. Major challenges encompasses theoretical ambiguities, implementation barriers, and underrepresentation in global contexts. Implications for researchers, educators, and policymakers reflect the transformative potential of both the frameworks in fostering equitable and inclusive educational environments. The directions for future research emphasize comparative studies, expanded geographic representation, and interdisciplinary approaches to enhance understanding and application of multilingual practices.
Hussain et al. (Mon,) studied this question.