37.3447, FYI: Pedagogical Translanguaging in Language and CLIL Classes

Wed Oct 21 17:05:02 UTC 2026

LINGUIST List: Vol-37-3447. Wed 21 Oct 2026. ISSN: 1069 - 4875.

Subject: 37.3447, FYI: Pedagogical Translanguaging in Language and CLIL Classes

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Date: 19-Oct-2026
From: VISION - European Center for Multilingualism in Teacher Education [vision.center at vizja.pl]
Subject: Pedagogical Translanguaging in Language and CLIL Classes

You are cordially invited to attend an online academic seminar
organised as part of the collaboration between VISION – European
Center for Multilingualism in Teacher Education and Didactic
Excellence Office (DEO) at VIZJA University.
The seminar, entitled "Pedagogical Translanguaging in Language and
CLIL Classes", will provide an opportunity to exchange ideas, share
expertise, and engage in academic discussion.
October 23rd, 2026
11:00 AM – 12:30 PM (CET)
Online (live) – conducted in English
Meeting link: https://zoom.us/j/96547777421
The keynote speaker will be Prof. Jasone Cenoz (University of the
Basque Country, EHU), who will be joined by members of the VISION
Center and DEO representatives.
Prof. Jasone Cenoz is an internationally renowned scholar whose
research focuses on multilingual education, minority languages,
linguistic landscapes, and second and third language acquisition. She
is Professor of Education at the University of the Basque Country
(EHU) and served as President of the International Association of
Multilingualism from 2014 to 2016. In 2024, she received an honorary
doctorate from Jaume I University.
Her contributions to applied linguistics and multilingual education
have been recognised through several prestigious distinctions. She
received the Spanish Association of Applied Linguistics Award for her
book Towards Multilingual Education (2009) and the Ikerbasque Research
Award (2022). She is also ranked among the world's top 2% most-cited
scientists and serves as a member of the Advisory Council of the
Organization of Ibero-American States (OEI).
The focus of this presentation will be on the role of pedagogical
translanguaging to enhance metalinguistic awareness when learning
languages and learning through second and additional languages in CLIL
programs (Cenoz & Gorter, 2025). This presentation will show how
activating the use of resources from the whole linguistic repertoire
can stimulate the development of metalinguistic awareness and
contribute to benefitting to a greater extent from the advantages
associated with multilingualism (cf. full abstract below).
The seminar will be streamed live and recorded. The recording may be
made available on the websites of VIZJA University and on its social
media channels. Participation in the event constitutes acknowledgement
that the seminar is being recorded. Sharing one’s image and voice is
voluntary — participants may take part in the meeting without turning
on their camera and/or microphone.
In connection with the above, we kindly ask you to read the
information on the processing of personal data for seminar
participants.
Link to the information clause:
https://vizja.pl/wp-content/uploads/2026/04/Information_clause_BDD.docx
We look forward to welcoming you to our upcoming academic forum!
VISION – European Center for Multilingualism in Teacher Education and
Didactic Excellence Office at VIZJA University
https://vizja.pl/en/vision-center/
FULL ABSTRACT
Pedagogical translanguaging in language and CLIL classes
Jasone Cenoz
University of the Basque Country, EHU
Monolingual ideologies have traditionally resulted in teaching the
target language in isolation so that it is not influenced by other
languages. As a result, multilingual speakers do not benefit from the
potential advantages that they can have because their prior knowledge
is not activated. In the last years, reactions against monolingual
ideologies such as translanguaging are gaining currency in education
(Cummins, 2021, García & Li, 2014; Fuster & Bardel, 2024).
Translanguaging is nowadays an umbrella term that embraces a wide
variety of theoretical and practical proposals. Pedagogical
translanguaging is a theoretical and instructional approach that aims
at improving language and content competences in school contexts by
using resources from the learner’s whole linguistic repertoire (Cenoz
& Gorter, 2021). Pedagogical translanguaging is closely related to the
original pedagogical practice of switching the language of the input
and output in Welsh bilingual education but  broadens the original
concept of translanguaging by including a wide range of practices that
use elements from the whole linguistic repertoire (Lewis et al.,
2012).  The multilingual repertoire can be a rich resource for
language and CLIL classes. However, prior knowledge often needs to be
activated so as to develop metalinguistic awareness. Pedagogical
translanguaging can make learners aware of their own multilingual
resources so that they can use them more effectively (Leonet et al.,
2020). The focus of this presentation will be on the role of
pedagogical translanguaging to enhance metalinguistic awareness when
learning  languages and learning through second and additional
languages in CLIL programs (Cenoz & Gorter, 2025). This presentation
will show how activating the use of resources from the whole
linguistic repertoire can stimulate the development of metalinguistic
awareness and contribute to benefitting to a greater extent from the
advantages associated with multilingualism.
References
Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging.
Cambridge: Cambridge University Press.
https://doi.org/10.1016/j.system.2020.102269
Cenoz, J. & Gorter, D. (2025) The potential of pedagogical
translanguaging in English language and in English medium content
classes. Linguistics and Education 86
https://doi.org/10.1016/j.linged.2025.101399
Cummins, J. (2021). Rethinking the education of multilingual learners.
Bristol: Multilingual Matters
Fuster, C., & Bardel, C. (2024). Translanguaging in Sweden: A critical
review from an international perspective. System, 121, 1–23.
https://doi.org/10.1016/j. system.2024.103241
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism
and education. London: Palgrave Macmillan.
Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing morphological
awareness across languages: Translanguaging pedagogies in third
language acquisition. Language Awareness, 29, 41–59.
https://doi.org/10.1080/09658416.2019.1688338
Lewis, W. G., Jones, B., & Baker, C. (2012). Translanguaging: Origins
and development from school to street and beyond. Educational Research
and Evaluation, 18, 641–654.

URL:
https://vizja.pl/en/visionevent/prof-jasone-cenoz-online-academic-seminar/

Date: 23-Oct-2026 - 23-Oct-2026

Linguistic Field(s): Applied Linguistics

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