Understanding translanguaging practices through a biliteracy continua framework: Adult biliterates reading academic texts in their two languages

Abstract

Ten adult readers, advanced in their control of two languages, Korean and English, were recruited for a study of academic literacy practices to examine the various linguistic repertoires on which they drew. Analysis of their language use revealed many instances of translanguaging, that is, a flexible reliance on two languages to serve one’s immediate needs. All participants engaged in various cognitive reading strategies associated with translanguaging. These translanguaging practices in academic literacy were interpreted through the lens of Hornberger’s (2013) bilingual continua model, providing a perspective on the complex interplay of bilingual content, context, media, and development.

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