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This study investigates how Brazilian educators employ translanguaging as a method to inclusively teach Indigenous and refugee multilingual learners.

‘Essa é a nossa luta!’ Educators’ perspectives on translanguaging as an inclusive pedagogy for Indigenous and refugee multilingual learners in Brazilian public schools

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This study investigates how Brazilian educators employ translanguaging as a method to inclusively teach Indigenous and refugee multilingual learners.
Qualitative analysis of data from 53 educators
Geographical diversity including rural, semi-urban, and urban areas in Brazil
Focus on teachers' reframing of Portuguese as a welcoming language rather than a tool for assimilation.
Educators utilize context-sensitive translanguaging to affirm students' identities and incorporate Indigenous traditions.
Barriers include limited infrastructure and lack of teacher training, impacting the implementation of inclusive approaches.
Findings position translanguaging as both educational strategy and means of political resistance against systemic exclusion.

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Qualitative study explores educators’ use of translanguaging to support multilingual learners, suggesting implications for inclusion and pedagogy.

Angelo-Rocha et al. (2026) studied this question.

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Qualitative study explores educators’ use of translanguaging to support multilingual learners, suggesting implications for inclusion and pedagogy.