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Advocacy in Translanguaging Education
This chapter is in the book Advocacy in Translanguaging Education

Chapters in this book

  1. Frontmatter i
  2. Contents v
  3. Contributors vii
  4. 1 Towards a Practical Theory of the Translanguaging of Education: The Significance of Evidence-Based Deliberative Advocacy 1
  5. Part 1: Translanguaging Strategies and Practices in Education
  6. 2 Implementing Translanguaging in an Assessment-Based Education System: The Emerging Challenges for a Multilingual Primary School in the Canton of Zurich, Switzerland 35
  7. 3 Translanguaging for Subject Knowledge Construction: Meso-Alternation in Swiss Plurilingual Education 60
  8. 4 The Potential of Translanguaging for Pedagogical Research and Development in Rwanda 80
  9. 5 Self-Regulated Translanguaging Strategies of Multilingual Students in Upper Secondary School in Austria 102
  10. 6 Have Preservice English Teachers Embraced Translanguaging? Insights from Austria and Germany 125
  11. 7 An Exploratory Case Study of Translanguaging Practices in a Primary and Secondary School Teacher Training Context in Switzerland 154
  12. 8 Translanguaging as a Pedagogical Resource in Multilingual Classrooms in South Africa: Influence of Home Language on the L2/L3 Academic Writing of Preservice University Student Teachers 175
  13. 9 Researching Translanguaging in Literacy Activities in Early Childhood Education Centers in Luxembourg: Insights into Qualitative Methods and Ethical Considerations 198
  14. Part 2: Translanguaging in Transregional and Transdisciplinary Educational Spaces
  15. 10 Translanguaging and Poetry 219
  16. 11 Translanguaging in Cross-Border University Collaborations: Enhancing Linguistic Diversity 235
  17. 12 Translanguaging in Music: Exploring Transmusicking among Experimental Musicians 253
  18. 13 Translanguaging and Education: Questioning Migrant Speakers’ Perceptions Regarding Translanguaging Practices 270
  19. 14 Beyond Marginalised Multilingualism(s): What Perspectives Does the Concept of Translanguaging Offer for the Teaching and Learning of Heritage Languages? 288
  20. 15 Afterword: Translanguaging Voices that Stand for Themselves 304
  21. Index 313
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