ABSTRACT
For a notion of translanguaging that is pedagogically sound, we need to understand the specific qualities of translanguaging that resource the learning processes in the interaction, and that allow multilingual communication to include otherness. In this chapter we develop some aspects of the relationship amongst multilingual mathematics learning, translanguaging and dialogicality. To this end, we theoretically argue for a double movement, from the ‘multi-’ to the ‘trans-’ and from language to translanguaging, as a way to prevent the mono-/multi- dichotomy in the thinking of language diversity and classroom learning in mathematics education research. We draw our related empirical arguments through lesson data to show learners who engage with one another in dialogic translanguaging in the context of mathematics problem solving. The setting of the interaction is peer work between learners from Latin American families in Barcelona who speak Spanish at home and learners who mostly speak Catalan, the local language of instruction.
