Language teachers’ pedagogical translanguaging practices: A systematic review

The practices of pedagogical translanguaging have been prevalently investigated, especially in the context of language classrooms. However, there appears limited review investigating language teachers’ practices of pedagogical translanguaging. Therefore, the current systematic literature review aims to document the language teacher practices of pedagogical translanguaging. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), we conducted systematic literature review of 160 studies to explore the language teachers’ pedagogical translanguaging practices. Then, all the practices found in the reviewed studies were analysed using pedagogical translanguaging classification by Jasone Cenoz and Durk Gorter. The results of the analysis showed that teachers’ practices of pedagogical translanguaging were classified into three forms, namely enhancing metalinguistic awareness, using full linguistic repertoire, and translanguaging shift. Besides, these three forms of pedagogical translanguaging often appeared simultaneously and were integrated with multimodal resources. Taken together, the findings lead to three recommendations for future practice and research, including embedding pedagogical translanguaging into the lesson plans, implementing the integrated language curriculum, and integrating digital multimodality into pedagogical translanguaging. • The authors conducted systematic literature review of 160 studies to explore the language teachers’ pedagogical translanguaging practices • The analysis showed three forms of pedagogical translanguaging: Enhancing metalinguistic awareness, using full linguistic repertoire, and translanguaging shift • These three forms appeared simultaneously and were integrated with multimodal resources • The study recommended the implementation of an integrated language curriculum with pedagogical translanguaging