This effort serves as a form of resistance against globaliza-tion and the enduring impact of colonialism

translanguaging for practical reasons, with both children and parents using thelanguage that was most practical in a given situation or that “comes quickest tomy mind.”

However, it was still far from an accepted practice in all stud-ied families, no matter how natural translanguaging seemed to be, and parentswanted their children to speak as good Russian/Swedish as possible and triedto provide opportunities for them to practice it.

translanguaging space at homeand live in their own multilingual world with a multilingua franca (Makoni &Pennycook, 2012) based on social activities, identities, attitudes, beliefs, languageideologies and regimes, and linguistic and cultural practices

Rather than being strict with theirchildren regarding accuracy in using Russian, they tend to be tolerant and flexiblein their FLPs, allowing translanguaging or translingualism

he importance of exposing the childto different linguistic contexts so that the child could pick up necessary vocabularyin a natural way was also mentioned.

They accept translanguaging increasingly and are more open to a flexible FLP andlanguage use practices, which is in line with the decolonizing thinking and the ideaof languages fluidity

Both children and parents use translanguag-ing as a communicative strategy in order to enhance comprehensibility and tocreate a safe space, a community of practice.

Minority and immigrant families might feel insecure in their host countriesdue to social inequality, diversity, and discrimination

correcting the child who tries to speak their heritage languageshould be done in the right way as it may bring more harm than benefit.

For them, it is impor-tant that their children develop a positive attitude toward the heritage languageand culture be able to use Russian in their everyday life to communicate at homewith their friends and relatives, online and face-to-face.

translanguaging as a means of communication among them-selves and find it a “comfort zone,” they find it easier and more natural to bind theirlives with similar families who share the same linguistic attitudes as them.

children naturally and sometimes unconsciouslytranslanguage from one language to another, each time using the language thatexpresses their thoughts best.

ranslanguaging promotes unityamong different family members.

The parents allowed their childrento implement translanguaging to use different codes in order to have successfulcommunication and to enhance comprehensibility.

parents believe that knowing the heritage language widens chil-dren’s knowledge of many things in their ethnic group, gives them access to certaintraditions and values (see Extract 5), and is a witness to their sense of belonging.

translanguaging means a language with the helpof which everyone expresses themselves and everyone understands each other.

Due to the limited access tothe minority language outside the family context, family interactions and FLPs playa crucial role in maintaining Russian as a heritage language

Translanguaging can be used as a tool for protest against monolingual ideol-ogy: modes, media, registers, genres, discourses, and the development of speakers’agency, the legitimization of minority/immigrant languages, plurilingualism,solidarity, and power

which is a tool and a strategy for both parents and childrento protest against monolingual ideology, to legitimize their minority or immigrantlanguages in the host society, and to have more solidarity and power

multi-lingualism is seen as part of wider social and cultural practices, contrary to thelanguage-centered monolingualism.

allows family members to drawon their entire linguistic repertoire for effective communication, expression of theiridentities, emotional connection and bonding, learning, and adaptation, as well astransmission of cultural values, norms, and traditions

Translanguaging promotes and facilitatesdynamic multilingualism at home, in the educational sphere (multiliteracy, multi-modality, language diversity, and mother tongue education), and in society

ranslanguaging can be seen asa de-colonial strategy associated with politics, asymmetrical relations of powerand domination, communicative strategies in conflict situations, and translinguallanguage usage

translanguaging practices in multilingual fami-lies, specifically examining how language choices and discourse strategies influenceidentity formation, social integration, and language maintenance among Russian-speaking families in Cyprus, Estonia, and Sweden

prestigious language and a means of communication, offering greateremployment opportunities, therefore Russian is a popular foreign language amongthe local population.

anguage policiesare influenced by a range of political, ideological, cultural, social and economicfactors unique to each country.

translanguaging is recognized as a crucial communicationstrategy for these multilingual families.

Translanguaging ped-agogies, which encourage students to use their full linguistic repertoires in class, areimplemented in some educational institutions worldwide

multilingual and multicultural societiesview translanguaging as a natural language practice and educators recognize it as avaluable communicative strategy

study aimed to provide deeper insights into translanguaging practicesaffected by socioeconomic, political, and cultural factors

In fact, research on di-versity, multilingualism, and translanguaging is unavoidably political because ofcountries’ different social and cultural conditions.

his research underscores translanguag-ing as a tool for challenging monolingual norms and affirming linguistic diversity.

academic attitudes for emergent bilingual families.

he utmost importance because it fosters positive

ognizing and encouraging this sense of pride is of

Ree-

munication.

on the home language as a form of everyday corn

self-censorship that leads to a diminished reliance

"lack" in the home language, imposing a type o

the dominant language and internalize a perceived

youth language brokers might turn to

contexts

taken perceptions of division between the two

tions between realms, further distancing the mis

parents and children because of miscommunica

language within homes tends to cause strains for

introduction of school

language learning to that of emergent bilingualism.

reorienting their views of English

knowledge

gitimate in the acquisition of measurable skills and

tain legitimate forms from those considered ille-

questioning social inequalities that structure cer-

personal guilt or shortcomings without critically

internalize social constraints as

inability to perform this type of work.

dardization and cognitive skills in their seeming

internalized monolingual assumptions about stan-

dated by English language homework, and they

MANOS mothers felt intimi

monolingual constraints.

tive views for multilingualism, despite academic

event illustrated models for collaboration and posi

translanguaging

active engagement.

the strengths of her emergent bilingualism and her

deficit views of Flor's writing could overlook

ism were modeled after Amy's example.

tactics for engaging her mother's English bilingual-

Flor's translanguaging

The homework assignment requiredlanguage brokers, and Felix took the lead to engagehis audience. Felix language brokered for Reina byexplaining the assignment's English content.

affirm the positiveattributes related to children's translanguaging, as well as the positive attributes of children's emergentbilingualism, ultimately developing a greater appreciation for these skills in curricula

Emergent bilingual students bring language brokering skills to all classrooms.Encouraging language brokering inside classrooms is the first step in recognizing it as a translanguaging tool.

sion of English.

ents and young children who had little comprehen-

also helped with language-brokering duties to par-

Children of parents

ethnic and linguistic identities.

involvement in schooling and positive views toward

ing services while also promoting active family

free after-school tutor

communication.

leaders, able to respond effectively for

valued.

teams where their translanguaging practices are

cooperative group skills when working in

in group learning situations.

bilingualism, particularly

the strengths of emergent

dents and acknowledge

seek to empower stu-

standardized reading tests"

linked to better scores on fifth- and sixth-grade

levels of language brokering were significantly

guage brokers. They find in their sample "higher

the academic benefits for lan-

min°ritized communi

™m'®rant' lan8uaSe

bllm8ual and btcultural

SOcial relati0I,S

standing the engagement

Standard English language learning constraints

attitude that embraces bilingualism amid classroom

parental involvement in an intimate setting with an

The translanguaging events offer insight into

gual repertoires.

guals respond to homework by engaging their bilin

events provides glimpses into how emergent bilin

of homework help narrated as translanguaging

Analyzing these moments

real-world relevance.

even demand in terms of family involvement and

but that schools seemed to expect or

their schooling

translate and interpret complex information in their

expanded their abilities to

increased through communication about homework

helped to negotiate English for their parents.

meaning in English-

their stocks of translanguaging practices to make

emergent bilingual students strategize from

like language brokering

models to linguistic abilities and creative practices

ers reorients language standardization from deficit

bilinguals rather than as English language learn

Nico as emergent

Nico's emergentHe said to Evelyn, "Mami, Steve me dijo que bilingualism enacted through his language broker. . . yo necesito ayuda con los .. . los conso— ing, however, was not graded or assessed for proconsonants y con mis sentences." ficiency, unlike his English spelling

guage broker between Spanish and English for us.

Translanguaging practices do not merelychallenge the status quo; they pave the way for a transformative educational paradigm whereevery voice can be heard, every identity can be acknowledged, and every student is equipped tonavigate the complexities of an interconnected world with confidence and competence.

educational context that can limit multilingual learners in their learning development.

highlighted the many ‘borders’ that exist within our

incorporating translanguaging into assessment design can providevaluable insights into a learner’s language abilities and cognitive processes. It enables educators toassess not only linguistic competence but also the complex, high-order thinking skills that learnersemploy when navigating multiple languages.

reshaping the notion of ‘language’.This approach dismantles the monolingual paradigm, proposing instead a classroom wherelanguage flows freely, allowing learners to toggle between linguistic streams, ultimately reflectingthe pluralistic nature of their lived experiences.

It demonstrates that English need not be the sole gatekeeper ofacademic legitimacy

L1 use in their writing and in so doing, confront the asym-metrical power relations between academic English and students’ home language.

Kiramba (2017) argues that translanguaging in writing has the potential to disrupt unequal powerdynamics and language hierarchies by challenging conventional ideologies in academic writing.

invited learners to mingle use of theirhome language with use of school language.

translanguaging practice, she in effect challenges the lin-guistic border of English versus her home language, strategically using her full linguistic repertoire toreflect her identity and communicate it to her audience.

our approach would help to break down the boundary between ‘academic’ and ‘non-academic’language and content, creating an inclusive learning environment that would celebrate the unique-ness of each student, including their unique language repertoire

Scaffolding learning through translanguaging rings

am’s use of Bangla alongside Englishchallenges this linguistic hierarchy, highlighting that both languages have equal value and can beused interchangeably based on communicative needs.

stigma associated with mixing languages, and students maybe discouraged from using their home language alongside the target language. Sam’s translanguagingpractices counter this rigid linguistic border by demonstrating that using both languages fluidly can bea natural and effective way to communicate.

breaking down thenotion of a strict language divide, and fostering a more inclusive and flexible linguistic environment.

Sam shows how translanguaging can serve as a bridge to fill in gaps in vocabulary and communication,allowing him to effectively convey his thoughts and ideas.

This practice challenged the monolingual norm of the classroom and demonstrateda proactive stance toward leveraging multilingualism as a resource.

This instance was not onlyempowering for Muhtasim but also showcased the richness of linguistic diversity in fosteringdeeper understanding and collaborative learning.

contingent upon their proficiency inEnglish, thus perpetuating the power hierarchy between English and the home languages.

English, as the dominant language, holds the key to academic validation, social recognition,and upward mobility; the home languages, despite their intrinsic cultural and cognitive value, are rele-gated to a secondary status.

primarymedium of instruction, assessment and interaction, thereby reinforcing its dominance and symbolicpower, and in effect, restricting access to learning

English is generally accordedhigher value than students’ home languages, and the border between school language and homelanguage is reproduced through the systemic emphasis on English proficiency as a prerequisite for aca-demic advancement and social integration.

unequal power dynamicsrepresented in the continuum, where English and languages with convergent scripts are favoured,while diverse linguistic resources that deviate from these norms are undervalued.

pecifically, written languages with similarscripts and structures to English are often privileged, while those with different scripts or structuresare marginalised

They aim to deliver majority (white American) content in English. English materials focuson literary over vernacular content; only academic English is presented in the textbook used.

The media of biliteracy continuum highlights how certain forms of language exposure and use aretraditionally given more value in educational settings.

L1s are recognised inclass as a means of scaffolding to help learners understand some English words or instructions;

four skills can be seenas having equal importance, as students are tested on all four language skills as part of the WIDA orother English tests that they have to take.

includes multilingual, multimodal, and multicultural strategies in her frame-work with the aim of increasing engagement and accessibility for MLs.

Students’ multilingual knowledge and skills are generally only used as ascaffolding tool to help them attain monolingual goals.

students’ homelanguages are typically considered only at the micro level as languages which students use to inter-act with their peers,

English exam in order to earn credits, and secondly,English serves as the threshold allowing access to higher education.

English can be seen as having more symbolic power at the macro societal level

valuable model whichcould be applied by other educators seeking to implement and adapt translanguaging strategies intheir classrooms.

translanguaging lens, advocating for the use of multiple languages as valuable learn-ing resources, aiming to create educational spaces where students can develop bilingualism, bili-teracy, and critical thinking skills that challenge ideological linguistic borders constructed bysociety, and thus mitigate exclusion.

utilised multilingual and multimodal resources (e.g. gestures, visuals, tech aid,varieties of Chinese, switching between English and Cantonese) to make content knowledgemore accessible for culturally and linguistically diverse learners.

translanguagingpractices can make classroom communication more comprehensible and learning more accessible

challenge raciolinguistic ideologies where MLs’ language practices are frequently deemeddeficient, broken, and in need of remediation.

a rich linguistic asset to bedeployed creatively and thoughtfully in the course of their learning.

leverage their whole linguistic repertoirein writing stories at the end of the unit. F

‘Abuela’, which uses both English and Spanish.

‘languagearchitecture’ as a way of avoiding linguistic boundaries in conceptualising text creation.

full linguistic repertoire

linguistic survey,constructing language diversity visual representations, studying texts and videos that showcaseddiverse language usage in the US, and getting learners to synthesise their learning throughoutthe year by writing mock college essays that intentionally drew on their whole linguistic repertoire.

cademic language which, she argues, fails to consider theintricate nature of both MLs’ use of language and their identities.

translanguaging documentation, translanguagingrings, and translanguaging transformation.

Emerging research has started to challenge linguistic borders by critiquing and problematising theconceptualisation of ‘academic language’

translangua-ging documentation, translanguaging rings, and translanguaging transformation.

we explore the implementation of translanguaging practices to counter lin-guistic borders and dismantle linguistic power hierarchies in a multilingual class in a US secondaryschool.

raciolinguistic ideol-ogies of ‘white listening subjects’ who have deemed racialised communities’ language practices asdeficient based on their racialised status, in order to assert and maintain power hierarchy

language prac-tices in which people draw on their unified semiotic symbol system to construct and interpretmeanings in their daily communication; specifically, it transcends the boundaries of the discretenamed language coding system developed by linguists

e advocated for the implementation of trans-languaging as a teaching pedagogy to support MLs.

classroom translanguaging transformation spaces potentially challengethe linguistic hegemony by breaking down linguistic borders andultimately foster learning communities within multilingual secondaryschools