Translanguaging as a strategy to enhance comprehension and communication

Abstract Translanguaging, the dynamic and flexible use of multilingual speakers’ full linguistic repertoires, is increasingly recognized as a powerful tool for fostering intercultural awareness and communication ( Papadopoulos 2022 ; Zhu 2015 ). This study investigates its implementation in two contrasting educational settings, the Basque Country and Argentina. Using a comparative qualitative case study design, it examines how sociolinguistic, cultural, and institutional factors influence translanguaging practices in each context. While translanguaging facilitates deeper understanding, cross-cultural collaboration, and richer interaction, comparative research across diverse geopolitical and educational settings remains scarce. Addressing this gap, the paper analyzes not only the strategies employed but also their implications for learner identity and inclusive pedagogy ( Otheguy, García and Reid 2015 ). Findings reveal that in the Basque Country, translanguaging is frequently embedded within formal policy frameworks, whereas in Argentina it emerges more informally through teacher-driven initiatives. These contrasts underscore the need to account for context-specific dynamics when designing and implementing translanguaging pedagogies.