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1. Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction

Pedagogical translanguaging is a construct that refers to teaching approaches that involve the intentional and planned use of student multilingual resources in language and content subjects. We take it up from recent translanguaging research (Cenoz, 2017; Cenoz & Gorter, 2020a, 2020b; Ganuza & Hedman, 2017; Probyn, 2015, 2019) as it clearly signals education as the locus of the translanguaging research presented in this volume. Although teaching approaches that use more than one language have a long history in language education (Cook, 2010), pedagogical translanguaging research gained currency as part of the multilingual turn in language learning and language education scholarship (Conteh & Meier, 2014; May, 2014, 2019; Ortega, 2019). This shift in ideology and research focus mirrors the rapidly changing multilingual ecologies worldwide due to technology-assisted globalization and the mobility of people (Blommaert, 2010). Importantly, pedagogical translanguaging research positions students’ pre-existing knowledge, such as their prior linguistic and multisemi-otic repertoires, as resources and is therefore often underpinned by a social justice agenda, attending to language-minoritized students’ needs to gain equitable education and social inclusion in mainstream society.