The potential of pedagogical translanguaging in English language and in English-medium content classes

• English is learned at school but there are significant differences in proficiency in Europe. • English proficiency among young people has improved but it can be linked to socioeconomic status. • Pedagogical translanguaging has the potential to reduce inequalities. • Pedagogical translanguaging can develop metalinguistic awareness. English is learned by most students in Europe but there are significant differences regarding proficiency in English between European countries. This paper focuses on learning English in the Basque Autonomous Community where proficiency in English has improved in the last years but is related to the students’ socioeconomic and educational background. English is a third or additional language used both as a school subject and in some cases as the medium of instruction, alongside Basque and Spanish. The paper presents a pedagogical reflection on the potential of translanguaging to optimize the benefits of multilingualism to enhance linguistic and academic achievements among multilingual adolescents while mitigating existing inequalities. Additionally, the paper stresses the need for flexible language practices and translanguaging in assessment, addressing both linguistic and content-related contexts.