37.1503, Books: Translanguaging in Classroom Discourse: Tai (2026)

[The LINGUIST List]

LINGUIST List: Vol-37-1503. Mon Apr 20 2026. ISSN: 1069 - 4875.

Subject: 37.1503, Books: Translanguaging in Classroom Discourse: Tai (2026)

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Date: 20-Apr-2026
From: Ellena Moriarty [rfsupport at cambridge.org]
Subject: Translanguaging in Classroom Discourse: Tai (2026)


Title: Translanguaging in Classroom Discourse
Series Title: Elements in Applied Linguistics
Publication Year: 2026

Publisher: Cambridge University Press
           http://www.cambridge.org/linguistics
Book URL:
https://www.cambridge.org/ch/universitypress/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/translanguaging-classroom-discourse?format=HB&isbn=9781009660600

Author(s): Kevin W. H. Tai

Hardback ISBN:  9781009660600 Pages:  102 Price: U.K. £ 55.00
Hardback ISBN:  9781009660600 Pages:  102 Price: Europe EURO 64.19
Hardback ISBN:  9781009660600 Pages:  102 Price: U.S. $ 70.00
Paperback ISBN:  9781009660570 Pages:  102 Price: U.K. £ 18.00
Paperback ISBN:  9781009660570 Pages:  102 Price: Europe EURO 21.01
Paperback ISBN:  9781009660570 Pages:  102 Price: U.S. $ 23.00

Abstract:

This Element aims to provide evidence-based, research-informed
applications of translanguaging pedagogies across various multilingual
classroom contexts. By offering both theoretical implications and
specific examples of translanguaging in action, the Element aims to
help educators to implement translanguaging pedagogy that challenges
monolingual norms in educational institutions. The Element also
explores new theoretical notions derived from translanguaging, such as
translanguaging sub-spaces, transpositioning, transknowledging,
transmodalities, transculturing, transbordering, transsemiotising, and
transprogramming. Additionally, it critically examines various
methodological approaches for researching translanguaging in classroom
settings, proposing a combination of Multimodal Conversation Analysis
and Interpretative Phenomenological Analysis to capture the complexity
of classroom translanguaging practices. This Element concludes by
asserting that adopting a translanguaging perspective is an ethical
and pedagogical imperative, providing the essential theoretical and
methodological frameworks for creating equitable, inclusive, and
transformative multilingual learning environments.

Written In: English (eng)



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