The Future of Education

Translanguaging, the dynamic use of multiple languages for meaning-making, has emerged as a powerful pedagogical approach in language education, particularly in multilingual and foreign language classrooms (García & Li Wei, 2014). Unlike traditional monolingual models that separate languages, translanguaging recognizes the learner’s full linguistic repertoire, facilitating cross-linguistic transfer, metalinguistic awareness, and cognitive flexibility (MacSwan, 2017). Research has shown that integrating translanguaging into language instruction enhances student engagement, vocabulary retention, and comprehension (Hornberger & Link, 2018; Turnbull, 2019). This paper explores the theoretical foundations of translanguaging, drawing from sociocultural theory (Vygotsky, 1978) and dynamic bilingualism. It reviews empirical studies demonstrating the effectiveness of translanguaging in scaffolding learning, fostering linguistic inclusivity, and improving foreign language acquisition (García & Seltzer, 2021; Meyer & Schmid, 2022). Additionally, it presents practical strategies for implementing translanguaging in language classrooms, including multilingual writing tasks, collaborative translation activities, and AI-assisted translanguaging tools. Despite its pedagogical benefits, institutional barriers and monolingual assessment frameworks often limit the adoption of translanguaging (García, 2009). This study discusses the challenges of implementing translanguaging pedagogy and offers solutions for integrating multilingual practices in education, advocating for a shift toward more inclusive and student-centered approaches to language learning.