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Countering linguistic borders through translanguaging practices in a multilingual US secondary school.

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Title: Countering linguistic borders through translanguaging practices in a multilingual US secondary school.
Authors: Xiao, Gengqi1,2 (AUTHOR) gengqi.xiao@wisc.edu, DelPrete, Domenica L.2,3 (AUTHOR)
Source: Language Learning Journal. Jun2026, Vol. 54 Issue 3, p396-409. 14p.
Subject Terms: *Multilingual education, *Secondary schools, *Bilingualism, *Communication barriers, *Code switching (Linguistics), *Educational equalization, *Education methodology, *Language planning
Geographic Terms: United States
Abstract: While translanguaging pedagogy has been largely studied in bilingual classrooms, there is a paucity of research examining practices in multilingual secondary contexts. To fill this lacuna, this study adapts Translanguaging Allocation Policy (TAP) framework to explore translanguaging practices in a U.S. urban high school with a substantial of multilingual learners (MLs). It utilizes the Continua of Biliteracy model to critically examine the societal and ideological linguistic boundaries that perpetuate exclusion as well as the power dynamics shaped by social-historical factors. Three translanguaging practices were designed and implemented: translanguaging documentation, translanguaging rings, and translanguaging transformation. Findings reveal that: (1) MLs' holistic use of linguistic resources continuously challenges the ideologically constructed linguistic borders; (2) MLs' funds of knowledge triangulate with other classroom linguistic and semiotic resources maximises the accessibility of content knowledge; (3) the creation of classroom translanguaging transformation spaces potentially challenge the linguistic hegemony by breaking down linguistic borders and ultimately foster learning communities within multilingual secondary schools. This study seeks to contribute to the growing body of research on translanguaging practices and provide practical insights for educators in multilingual settings, advocating for pedagogical strategies that recognize and value the linguistic diversity of students. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Countering linguistic borders through translanguaging practices in a multilingual US secondary school.
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  Data: While translanguaging pedagogy has been largely studied in bilingual classrooms, there is a paucity of research examining practices in multilingual secondary contexts. To fill this lacuna, this study adapts Translanguaging Allocation Policy (TAP) framework to explore translanguaging practices in a U.S. urban high school with a substantial of multilingual learners (MLs). It utilizes the Continua of Biliteracy model to critically examine the societal and ideological linguistic boundaries that perpetuate exclusion as well as the power dynamics shaped by social-historical factors. Three translanguaging practices were designed and implemented: translanguaging documentation, translanguaging rings, and translanguaging transformation. Findings reveal that: (1) MLs' holistic use of linguistic resources continuously challenges the ideologically constructed linguistic borders; (2) MLs' funds of knowledge triangulate with other classroom linguistic and semiotic resources maximises the accessibility of content knowledge; (3) the creation of classroom translanguaging transformation spaces potentially challenge the linguistic hegemony by breaking down linguistic borders and ultimately foster learning communities within multilingual secondary schools. This study seeks to contribute to the growing body of research on translanguaging practices and provide practical insights for educators in multilingual settings, advocating for pedagogical strategies that recognize and value the linguistic diversity of students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09571736.2024.2412743
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        Type: general
      – SubjectFull: Secondary schools
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      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Communication barriers
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      – SubjectFull: Code switching (Linguistics)
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      – SubjectFull: Educational equalization
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      – SubjectFull: Education methodology
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      – SubjectFull: Language planning
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      – SubjectFull: United States
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      – TitleFull: Countering linguistic borders through translanguaging practices in a multilingual US secondary school.
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            NameFull: Xiao, Gengqi
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              Text: Jun2026
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              Y: 2026
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