Cenoz, J., & Gorter, D. (2022) - Cambridge University Press, 68 Pages, ISBN: 978-1-009-01440-3

Ju Wen Pedagogical Translanguagin..
Pedagogical Translanguaging. Cenoz, J., & Gorter, D. (2022). Cambridge

University Press, 68 pages, ISBN: 978-1-009-01440-3.
Ju Wen
School of Liberal Education, Chengdu Jincheng College, Sichuan, China
DOI: https://doi.org/10.30827/portalin.vi39.24641
Translanguaging generally refers to the use

of two or more languages consciously or un-
consciously at the same time for communicative
purposes in a multilingual context (Conteh, 2018).
Pedagogical translanguaging is the teaching practice
that utilizes various teacher-planned activities to
foster language and content learning in classroom
settings by activating all the linguistic knowledge
students already possess (Cenoz & Gorter, 2022).
In this connection, pedagogical translanguaging
provides a theoretical and instructional approach
to support the development of all the languages
used by multilingual learners. More importantly,
the strength of pedagogical translanguaging lies in
its potential to inspire confidence and encourage
participation in language classrooms. Because
learners are allowed to take advantage of their
entire linguistic repertoire to be fully engaged in
the learning of a target language (Hirsu, Zacharias,
& Futro, 2021). However, there are more things to consider than meets the eye for the
implementation of pedagogical translanguaging.
This book provides a concise yet systematic account on pedagogical translanguaging.
It comprises six chapters. Chapter 1 briefly introduces what pedagogical translanguaging is,
why it is important for language teaching in multilingual contexts, and how it is different
from the traditional monolingual approach. The authors then describe the structure of the
book and outline plans for the upcoming chapters.
Chapter 2 attempts to address the question of what is translanguaging. The authors first
trace back the origin of the ‘translanguaging’. At its earliest stage, translanguaging aimed at
the development of 1) language skills in both Welsh and English and, 2) academic skills.
These objectives can be achieved by offering planned activities that use the two languages
at the same time. It should be noted that translanguaging does not occur exclusively in the
school context, but can often happen in natural communications between bilinguals. The au-
thors then present discussions on translanguaging in different situations and translanguaging
as an umbrella term.
365
Porta Linguarum Nº 39, January 2023
Chapters 3 focuses on the definition, the theoretical background, and characteristics of

pedagogical translanguaging. A new approach termed ‘focus on multilingualism’ is proposed
as the basis of pedagogical translanguaging. It consists three dimensions, i.e., the multilingual
speaker, the multilingual repertoire, and the social context. Pedagogical translanguaging is
closely associated with theoretical concepts such as prior knowledge, scaffolding, and con-
nected growers. Then, the core characteristics of pedagogical translanguaging are explained.
Chapter 4 is concerned with the role of metalinguistic awareness, pedagogical practices
and assessment. Metalinguistic awareness is influenced by the resources (e.g., cognitive,
linguistic) that multilingual speakers’ have, and it influences the development of multilingual
competence. Pedagogical translanguaging practices can take different forms in terms of the
degree of pedagogical intervention. Assessment in pedagogical translanguaging is highly
context-dependent, hence its shape may vary accordingly.
Chapter 5 discusses pedagogical translanguaging and its significance in protecting and
promoting the use of minority languages in diversified contexts. Pedagogical translanguag-
ing can help improve comprehension between minority and majority-language students. In
Chapter 6, the authors summarize the key points covered in the book, and provide future
perspectives of pedagogical translanguaging.
To sum up, this book can be considered a timely and compelling work in the field of
translanguaging. It covers most of the fundamental yet critical issues that may have been
neglected in multilingual education. It brings new perspectives as well as discussions on how
languages should be taught in multilingual contexts. Therefore, it should be on the essential
reading list for graduate students, emergent researchers, and language educators who have
a keen interest in translanguaging and multilingual education.
References
Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language
classes. RELC Journal, 003368822210827. https://doi.org/10.1177/00336882221082751
Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445–447. https://doi.org/10.1093/elt/ccy034
Hirsu, L., Zacharias, S., & Futro, D. (2021). Translingual arts-based practices for language learners.
ELT Journal, 75(1), 22–32. https://doi.org/10.1093/elt/ccaa064
366

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Ju Wen Pedagogical Translanguagin..

Pedagogical Translanguaging. Cenoz, J., & Gorter, D. (2022). Cambridge

Translanguaging generally refers to the use

Chapters 3 focuses on the definition, the theoretical background, and characteristics of

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