ABSTRACT
This chapter presents the analysis of how the teachers’ choices created effective translanguaging spaces which allowed students to improve their ability to participate in the lessons. Extracts taken from different classrooms are presented and analyzed in accordance with the framework mentioned in Chapter 2. Each of these strategies reveals the impact that teachers’ role modelling of a positive bilingual identity can have on the participation of their student in the language classroom. It finishes with a description of the translanguaging pedagogic subject position, which is the result of the different strategies employed by the teachers in this study. The translanguaging pedagogic subject position allowed students full access to their linguistic repertoire, which, sociolinguistically, was significant for a number of reasons.
