“Introducing Translanguaging in the Educational Context of Cyprus: A Dynamic View of Spaces of Translanguaging in a Primary Classroom”

Abstract

This article introduces the term translanguaging in the bidialectal educational context of Cyprus and presents a typical example from a Greek–Cypriot classroom where children use both of their linguistic varieties to acquire knowledge and enhance their understanding. The research data were analyzed under key questions related to translanguaging spaces, academic learning, and communicative functions. Students’ translanguaging practices were examined and the positive implications of translanguaging pedagogy are presented regarding learning development in a bidialectal context. Evidence shows that students create communicative spaces through translanguaging, which enable meaningful access to the curriculum‐based content written in Standard Modern Greek.

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