Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals

Abstract

This editorial piece provides an introduction to our special issue on instruction and assessment practices in the schooling of adolescent emergent multilinguals, and a comprehensive overview of the evolution of translanguaging from its origins to its current application as a socio-cognitive-political framework in multilingual education. We discuss its infusion in pedagogical practices to promote equitable learning opportunities for adolescent learners. The special issue highlights both the theoretical underpinnings of translanguaging and its practical applications, particularly in the underexplored area of assessment, offering a fresh perspective on fostering inclusive, dynamic, and culturally sustaining classrooms.