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Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom

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References

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613 cited

2005A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom.578 cited

Cited by

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2021A disciplinary perspective on translanguaging62 cited
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2023Translanguaging as bona fide practice in a multilingual South African science classroom39 cited
2020Multilingual Classrooms—Danish Teachers’ Practices, Beliefs and Attitudes34 cited
2020Using the translanguaging space to facilitate poetic representation of language and identity32 cited
2023“I made many discoveries for myself”: The development of a teacher candidate's pedagogical knowledge of translanguaging28 cited
2024Mobilising multilingual and multimodal resources for facilitating knowledge construction: implications for researching translanguaging and multimodality in CLIL classroom context25 cited
2020(Re)Imagining a translingual self: Shifting one monolingual teacher candidate's language lens21 cited
2023No such thing as the real world: Confronting ideology through critical translingual professional development19 cited
2022Drama pedagogy: subverting and remaking learning in the thirdspace17 cited
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2024EFL teachers learning to translanguage through loop input: implications for their identity-reconstruction15 cited
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