Shifting from Labels and Languages to People: Attuning TESOL to Translanguaging Realities
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| Title: | Shifting from Labels and Languages to People: Attuning TESOL to Translanguaging Realities |
|---|---|
| Language: | English |
| Authors: | Kate Seltzer (ORCID |
| Source: | TESOL Quarterly. 2026 60(2):528-544. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | English (Second Language), Second Language Instruction, Code Switching (Language), Educational Research, Periodicals, Scholarship, Journal Articles |
| DOI: | 10.1002/tesq.70128 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | In this article, we explore how translanguaging has been developed, applied, challenged, and proliferated within "TESOL Quarterly." Drawing on both scholarship published in the journal and seminal research in the field, we first describe the development of translanguaging, namely, how it came to prominence and how it has drawn attention to the ideological nature of language and language in education. Next, we delve into how scholars have taken up translanguaging in "TESOL Quarterly" to conceptualize, expand, and critique the field of TESOL from within. We demonstrate how researchers have used the journal to challenge the very foundations of TESOL, moving the field from "languages," namely English, to "people," a shift that we hope persists and evolves through the next 60 years of "TESOL Quarterly." |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505798 |
| Database: | ERIC |
| Abstract: | In this article, we explore how translanguaging has been developed, applied, challenged, and proliferated within "TESOL Quarterly." Drawing on both scholarship published in the journal and seminal research in the field, we first describe the development of translanguaging, namely, how it came to prominence and how it has drawn attention to the ideological nature of language and language in education. Next, we delve into how scholars have taken up translanguaging in "TESOL Quarterly" to conceptualize, expand, and critique the field of TESOL from within. We demonstrate how researchers have used the journal to challenge the very foundations of TESOL, moving the field from "languages," namely English, to "people," a shift that we hope persists and evolves through the next 60 years of "TESOL Quarterly." |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70128 |
