A Conceptual Framework Supporting Translanguaging Pedagogies in Secondary Dual-Language Programs

This article summarizes the literature on the design of a conceptual framework for secondary translanguaging classrooms. As school districts move to expand dual language programs beyond elementary schools, they are obligated to ensure that these programs are grounded in sound educational theory. Rooted in culturally sustaining perspectives, we propose a conceptual framework for dynamic dual language programming that is inclusive of translanguaging pedagogies. This conceptual framework includes key scholarship on language planning from sociocultural perspectives and offers examples of instructional approaches aligned to these perspectives. The purpose of this manuscript is to inform practice and suggest areas of potential research for secondary dual language education.