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This article looks at translanguaging and its development and summarizes the articles in this special issue. The difference between code-switching and translanguaging is explained as related to an emerging paradigm in the study of bilingualism and multilingualism. This paradigm implies a holistic conceptualization and a new vision of languages, speakers, and repertoires. The diversity of contexts in which bilingual and multilingual education takes place can shape teachers’ and researchers’ perspectives on translanguaging. In this article, a distinction between pedagogical translanguaging and spontaneous translanguaging is proposed. Pedagogical translanguaging refers to specific teaching strategies and spontaneous translanguaging refers to discursive practices used by bilingual and multilingual speakers. The studies in this special issue exemplify the way in which translanguaging can offer more learning opportunities and negotiate social identities. They also show that there are important contextual differences regarding the medium of instruction, language, societal and educational aims, and the typical type of child.
Jasone Cenoz (Tue,) studied this question.