Foundational and transformative translanguaging pedagogies: insights from two seminal resources

Though translanguaging has gained much attention and there are numerous documented benefits associated with it, implementing translanguaging in the classroom has been met with challenges. To that end, in this article, to provide readers with very specific strategies, we analyze two well-known and highly used translanguaging resources to highlight specific teaching strategies. Using document analysis, we grouped strategies into different levels of pedagogical objectives, reflecting distinct functions that can be coordinated in the teaching-learning process in favor of diverse pedagogical goals. We found that the strategies aligned with two overarching categories: those that use translanguaging primarily as a foundational tool and those that promote translanguaging as a medium for the co-construction of knowledge and identity, which we refer to as transformational. Specific examples are provided and discussed.