Translanguaging in Multilingual and Societal Contexts

Voices, Identities, and Policies
Erscheinungsjahr 2026
ISBN: 978-3-032-33277-6
Verlag: Springer

Buch, Englisch, 162 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 390 g

This book provides a comprehensive examination of how translanguaging serves as a transformative linguistic, educational, and sociopolitical practice across diverse cultural, geographic, and institutional settings. Building on cutting-edge research and multidisciplinary perspectives, the volume editor brings together voices from Asia, Africa, the Middle East, and Europe to shed light on how individuals and communities strategically mobilize their full linguistic repertoires to navigate identity, power, and inclusion in complex multilingual realities. Through empirical studies, ethnographic investigations, and conceptual analyses, this book illustrates the lived dimensions of translanguaging within families, classrooms, public spaces, and policy frameworks. This is the second volume in a two-part series on translanguaging. Whereas volume one, (Ulum, 2026) explores critical language pedagogy, multilingual education, and sociopolitical dynamics in classrooms, this volume expands the scope to include translanguaging practices in homes, communities, institutional policy, and broader sociolinguistic landscapes. It is an essential resource for educators, students, researchers, policymakers, and designers engaged in multilingual education, translanguaging, curriculum development, and inclusive language practices.

Zielgruppe

Research

Autoren/Hrsg.

Ulum, Ömer Gökhan

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Berufliche Bildung Wirtschaftspädagogik, Berufspädagogik

Inhaltsverzeichnis

Preface.- Overview of the Book.- Introduction.- Chapter 1. Translanguaging Practices in Plurilingual Home Contexts: Insights from Turkish-Arabic Refugee Communities (Kadir Kaan Buyukikiz, Nurcan Köseoglu, and Emrah Cinkara).- Chapter 2. Translingual practices in multilingual classrooms: A case study of Laz-Turkish translanguaging (Mehmet Akkus, Fatma Yilmaz, Helin Vargün, Marziye Dama, and Sevgi Özçelik).- Chapter 3. Leveraging English as an Intermediary for Teaching German in a Multilingual Classroom (Hayriye Bilginer and Stefan Rathert).- Chapter 4. Translanguaging in Everyday Conversations: Language Practices of Urban Anglophone Cameroonians (Eric A. Ambele, Richard Watson Todd, and Makogah V. Belsica).- Chapter 5. Translanguaging Practices in Bilingual Families (Zeynep Canli).- Chapter 6. Institutionalizing Translanguaging for Sustainable Development: Global Partnerships (Sezen Arslan).- Chapter 7. Identity and Power Dynamics in Translanguaging (Fatma Yuvayapan).- Chapter 8. Globalisation, Localisation and Power Dynamics in the Linguistic Landscape of Urban China: A Translanguaging Perspective (Weihong Wang, Huaying Lu, Yonghua (Yoka) Wang).- Conclusion.

Über Autor(innen)

Ömer Gökhan Ulum is Associate Professor in the Department of English Language Teaching at the Faculty of Education, Mersin University, Turkey. His scholarly work centres on English as a Foreign Language (EFL) instruction, with a particular emphasis on the intersections of language, ideology, and culture. He has published extensively on topics such as translanguaging, EFL teacher education, critical pedagogy, and English linguistics.