ABSTRACT
In this chapter we, first, attempt to raise some issues concerning the concept of ‘translanguaging’ (Baker, 2011; García, 2011) and, second, we present and discuss a case of translanguaging in practice in an English as a Foreign Language class. In our attempt to expand the boundaries of the definition of ‘translanguaging,’ we propose that it may be related to the concept of ‘synaesthesia’ (Skourtou, 2002). Thus, we suggest that syneasthetic and translingual approaches, when creatively combined in class, can lead to the facilitation of the meaning-making process for all students beyond the traditional comparison or juxtaposition of linguistic items. The activities presented involve informed ways of using children’s first languages in foreign (English) language teaching in order to create opportunities for students to translanguage.
