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‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging

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249 cited

2015Conceptualising the potential role of L1 in CLIL240 cited

Cited by

2024The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials17 cited
2023‘Translanguaging reminds me to stay humble’: impact of teacher candidates’ pedagogical knowledge of translanguaging on professional identities17 cited
2024Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices11 cited
2024Empowering voices: A deep dive into translanguaging perceptions among Turkish high school and university language learners10 cited
2024‘This is valuable professional development for me’: integrating the multimodalities-entextualization cycle (MEC) in a Chinese DLBE classroom via teacher-researcher collaboration7 cited
2025“Using Students’ L1 Would Become a Problem”: Practical Discrepancies and Ideological Challenges in Teacher candidates’ Translanguaging Pedagogy6 cited
2024Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class5 cited
2025Strengthening the research-practice nexus in teacher education for multilingual children through translanguaging pedagogy5 cited
2025From uncertainty to advocacy: A Teacher's journey in translanguaging pedagogy4 cited
2024Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective4 cited
2025Translanguaging: a bibliometric and systematic review unveiling its rise as a key research area in multilingual education and its implications for CLIL and beyond3 cited