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Creating multilingual spaces through arts-based methods in foundation phase classrooms
16 references·0 citing·53 second hop
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References

  • 2008Multimodality and Literacy in School Classrooms1,197 cited
  • 2015Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms519 cited
  • 2019Translanguaging classroom discourse: pushing limits, breaking boundaries211 cited
  • 2021Intersection of Ubuntu pedagogy and social justice: Transforming South African higher education131 cited
  • 2021Learning by Drawing Visual Representations: Potential, Purposes, and Practical Implications88 cited
  • 2021Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South85 cited
  • 2019Multimodality in Language Education – Implications for Teaching75 cited
  • 2019Language learning and teaching in South African primary schools67 cited
  • 2002Uncovering Literacy Narratives through Children's Drawings64 cited
  • 2013Arts-based research: Histories and new directions59 cited
  • 2017“The Art(ist) is present”: Arts-based research perspective in educational research44 cited
  • 2019Making signs, translanguaging ethnographies: exploring urban, rural and educational spaces41 cited
  • 2020Using the translanguaging space to facilitate poetic representation of language and identity32 cited
  • 2016The effects of translanguaging on the bi-literate inferencing strategies of fourth grade learners

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32 cited
  • 2022Translanguaging as a theory, pedagogy, and qualitative research methodology30 cited
  • 2023Literacy‐based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work22 cited
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