A Novel Framework Serving Translanguaging: Exploring Structures, Multilingualism, and Inequities in Education

Abstract

This investigation of translanguaging is grounded upon the ubiquitous theme of structures explicitly and implicitly found in the translanguaging literature. Through this theme, this paper begins by providing a novel theoretical framework followed by considering the need for translanguaging (e.g., education’s growth of multilingualism; deficit-oriented labeling; funds of knowledge, and hegemony and inequities) and investigating the nature of translanguaging (e.g., origins and interpretations, definitions, and translanguaging in education).