#4103. Pedagogical translanguaging in primary school math CLIL lessons in Japan

September 2026publication date
Proposal available till 23-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
Places in the authors’ list:
place 1place 2place 3place 4
FreeFreeFreeFree
2350 $1200 $1050 $900 $
Contract №4103.1 Contract №4103.2 Contract №4103.3 Contract №4103.4
1 place - free (for sale)
2 place - free (for sale)
3 place - free (for sale)
4 place - free (for sale)

Abstract:
This research draws on the original definition of translanguaging (i.e., intentional use of two languages for classroom teaching) in order to explore the pedagogical benefits of translanguaging in CLIL. The research begins with a theoretical discussion of translanguaging in the classroom, identifying its types, functions and principles for instructional purposes, and proposing a definition of pedagogical translanguaging. Following the conceptual discussion, the chapter takes up translanguaging practices in primary school math lessons and depicts how the teacher intentionally changes languages to maximise learning. Classroom discourse focusing on the learning moments brought by translanguaging and follow-up teacher interviews regarding his translanguaging strategies are analysed to reveal various manifestations of pedagogical translanguaging and identify four domains of classroom translanguaging.
Keywords:
Translanguaging; pedagogical benefits; instructional purposes

Contacts :
0