Translanguaging as Transformation

This collection of studies constitutes a ground-breaking move towards a much better understanding of translanguaging and its transformative potential in education. The highly creative collaborative projects reported provide a sound empirical basis and clear models for pedagogic intervention that challenge traditional ideas about language and communication.

* Josep M. Cots, University of Lleida, Catalonia, Spain *

This illuminating and ground-breaking volume sets out to critically advance the paradigm of translanguaging as a collaborative and transformative resource and practice for generating a social justice activism agenda across different communities and contexts. This rich and remarkable collection of detailed empirical studies will give fresh impetus to translanguaging and multilingualism studies.

* Gerardo Mazzaferro, University of Turin, Italy *

This is a well-crafted and critically astute book that brings together a range of voices in the field of translanguaging. It raises vital questions about how we perceive and work in, with and through languages, providing critical insights into ways people collaborate to bring about new linguistic realities. A powerful book that will have an impact on how we understand, learn and experience languages.

* Vicky Macleroy, Goldsmiths, University of London, UK *

This new publication by Multilingual Matters provides a rich selection of essays that reveal how the transformative potential of translanguaging is inextricably linked with participatory collaborative practice. The editors, who have been involved in exploring translanguaging practices for a number of years, have brought to us a very timely, exciting and wellbalanced collection presenting projects that span geographical locations, spaces of engagement and scholarly traditions.

-- Dobrochna Futro, University of Glasgow, UK * Language Issues 31.2 *

...a core strength of this book is not only the sheer diversity of context and projects represented, but the impressive degree of innovation and creativity that underpin design and implementation. That the research is also co-designed with ‘participants’, in a critical endeavour to redress multiple inequalities, makes the undertaking(s) ground-breaking: social justice is clearly at its core.

-- Emma Brooks, UCL Institute of Education, UK * ELT Journal, November 20