This investigation of translanguaging is grounded upon the ubiquitous theme of structures explicitly and implicitly found in the translanguaging literature. Through this theme, this paper begins by providing a novel theoretical framework followed by considering the need for translanguaging (e.g., education’s growth of multilingualism; deficit-oriented labeling; funds of knowledge, and hegemony and inequities) and investigating the nature of translanguaging (e.g., origins and interpretations, definitions, and translanguaging in education).
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