Kevin W. H. Tai – författare

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.

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.

This book presents the methodological framework of combining Multimodal Conversation Analysis (MCA) with Interpretative Phenomenological Analysis (IPA) to interpretively analyse translanguaging practices in educational contexts. Beginning with an overview of the three uses of translanguaging—translanguaging as a theory of language, as a pedagogical practice, and as an analytical perspective—the book goes on to critically examine the different methodological approaches for analysing translanguaging practices in multilingual classroom interactions. It explains how MCA and IPA are useful methodologies for understanding how and why translanguaging practices are constructed by participants in the classroom and discusses types of data collected and data collection procedures. The author, Kevin W. H. Tai, shows how combining these approaches enables researchers to study how translanguaging practices are constructed in multilingual classrooms and how teachers make sense of their own translanguaging practices at particular moments of classroom interaction. This detailed and concise guide is indispensable for students, practitioners, policymakers, and researchers from across the globe, particularly those working in the fields of applied linguistics and language education.