Pedagogical Translanguaging for Epistemic Inclusion: Scaffolding Strategies in Bilingual Subject Instruction in Norway

ABSTRACT Bilingual subject instruction (BSI) is one form of language support classes in Norwegian schools, preparing students from language minorities for mainstream instruction by combining subject and language tutoring through the students’ home language. This article examines interactions within a Polish–Norwegian classroom setting, focusing on the concept of pedagogical translanguaging and scaffolding for epistemic inclusion of student resources. Grounded in the framework of translanguaging pedagogy and scaffolding techniques for student comprehension and production, the study involves a micro‐analysis of recorded dyadic interactions between a bilingual teacher and three students in individual BSI classes. The findings highlight language shifts as integral to teacher–student interactions, demonstrating the diligent use of scaffolding techniques for co‐constructing knowledge. The study underscores the mediating role of translanguaging practices in supporting both content and language knowledge, emphasizing the active integration of students’ previous knowledge and experiences for fostering epistemic inclusion.