Translanguaging in oral and written production in multilingualism: a systematic review

Abstract

Based on a translanguaging theoretical approach considering languages not as separate entities but as an entire linguistic repertoire available to bi/multilingual individuals, this systematic review analyzed studies on TP associated with oral and written tasks in bilingual education, focusing on methods, analyses, and results. This study adopted PRISMA criteria for systematic reviews to search in Pubmed/Medline, Lilacs, Eric, Scopus, PsycINFO, and Web of Science databases for papers published between 2017-2021. Twenty-four papers were analyzed. The results evidenced that translanguaging practices were investigated in four papers focusing on written production, ten on oral production, and ten on both. Students' interactions were at the heart of the debates. Various approaches have been employed in translanguaging practices research, indicating an ongoing refinement of methods. The review portrays implications for bilingual education research and pedagogy based on an integrated language perspective in multilingualism.

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