Pedagogical translanguaging / / Jasone Cenoz, Durk Gorter.

• Superior document: Cambridge elements. Elements in language teaching,
• VerfasserIn: Cenoz, Jasone,; Gorter, D.
• TeilnehmendeR: Gorter, D.
• Place / Publishing House: Cambridge : : Cambridge University Press,, 2021.
• Year of Publication: 2021
• Language: English
• Series: Cambridge elements. Elements in language teaching,
• Physical Description: 1 online resource (58 pages) :; digital, PDF file(s).
• Notes: Title from publisher's bibliographic system (viewed on 13 Dec 2021).
• ISBN: 1009033999; 1009033794; 100902938X
• ISSN: 2632-4415
• Hierarchical level: Monograph
• Statement of Responsibility: Jasone Cenoz, Durk Gorter.

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. 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. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.