A systematic synthesis of translanguaging pedagogy

Abstract This systematic review synthesizes 56 empirical studies on pedagogical translanguaging in L2/FL education (2014–2024). Using Petticrew and Roberts’ (2006) framework and reflexive thematic analysis, it maps thematic foci, methodological trends, and contextual gaps. Findings indicate a predominantly qualitative, small-scale evidence base focused on English and tertiary education, with reported benefits for inclusion, comprehension, and identity. However, non-English target languages are severely underrepresented, and no empirical study examines Teaching Persian to Speakers of Other Languages. The review calls for methodological diversification, expanded linguistic scope, and teacher development.