Translanguaging with multilingual students: Learning from classroom moments Ofelia García and Tatyana Kleyn (Eds.) New York, NY: Routledge, 2016. 235 pp.

Abstract

According to García and Kleyn, the editors, translanguaging asserts that
bilingual speakers draw from one integrated linguistic repertoire to make meaning with their
environments. In contrast to code-switching, which assumes separate linguistic systems corresponding to
each language, “translanguaging refers to the deployment of a speaker’s full linguistic repertoire, which
does not in any way correspond to the socially and politically defined boundaries of named languages”
(p. 14). The editors have given in-depth explorations of translanguaging theory in prior texts. What is
noteworthy about this work is that it moves the discourse from theory to pedagogy. Here, the applied
aspect of applied linguistics is realized, and the authors the book presents introduce translanguaging as a
pedagogical framework