Translanguaging through a minority language lens

Translanguaging is a widely used concept in bilingual and multilingual education. Originating in the bilingual education context of Wales, it was initially conceived as a pedagogical strategy for developing linguistic and academic skills in both Welsh and English. Over time, however, the concept has been expanded and reinterpreted along diverse conceptual, pedagogical, and social lines. This article examines translanguaging from the perspective of vulnerable minority languages. It discusses how the act of naming languages plays a crucial role in affirming the existence of minority languages. The article also shows that, in cases such as Basque or Welsh, processes of standardization and the promotion of academic language use are essential for the survival of these languages and for extending their functions into domains traditionally dominated by majority languages. At the same time, it argues for the importance of “breathing spaces” in which the minority language can be used without direct competition from the majority language. While translanguaging practices can be enriching, they could also imply certain risks and, in some contexts, may inadvertently favor the majority language. The article highlights the need to consider the specific historical, sociolinguistic, and pedagogical conditions in which translanguaging takes place.