New Perspectives on Translanguaging and Education

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The book proposes translanguaging as the practical answer to current challenges of diversity and “superdiversity” (Vertovec, 2007). More importantly, the authors use the concept to explore issues related to language rights, structures of power, and socio-linguistic hierarchies. As a scholar and teacher interested in the applied dimension of these topics, I find the collection to be a rich resource that student-teachers will find useful and thought-provoking at the same time.

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New Perspectives on Translanguaging and Education provides readers with an assortment of theoretically and methodologically sound empirical studies that together advance a comprehensive and fresh perspective on translanguaging in educational contexts.

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This book is absolutely fascinating and I would highly recommend it to any person who is working with bilingual children whether in a crèche, a primary school, a secondary school or any other educational groups and/or associations welcoming bilinguals. It gives a new light on translanguaging with examples from the English-speaking world and Scandinavian countries mostly. Those can be applied anywhere.

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The book provides useful resources for a variety of potential readers, including researchers interested in sociolinguistics and education, policy makers in charge of education and language planning, and practitioners in language teaching, teacher education and student assessment.

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This valuable and original volume is essential reading for all engaged in the field of translanguaging in education and the wider social context. Each chapter provides significant insight into current translanguaging practices in various educational contexts and beyond, and valuably paves the way for further exploration of the evolution of translanguaging in a global age.

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This book moves the study of translanguaging pedagogy out of the shadows of English-speaking contexts and into predominantly Nordic lights. Paulsrud, Rosén, Straszer and Wedin elegantly crack open how language has been used to discriminate in schools, and provide us with a translanguaging space filled with tension, but also with liberating possibilities for diverse voices.

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The volume was a pleasure to read, and I firmly believe that it has done its job in working to fill the gap in documenting what translanguaging looks like in practice.

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