ABSTRACT
This chapter explores ways in which teachers can enact a translingual pedagogy based on the findings from research on Koryoin children's engagement in translingual practices while learning English as an additional language in South Korea. In this chapter, translingual practices refer to dynamic, spontaneous, and hybrid literacy practices that traverse across languages and negotiate/orchestrate diverse semiotic resources for meaning-making. The chapter describes the setting and participants and then suggests specific pedagogical implications related to enacting a translingual pedagogy in the classroom. Thus, Koryoin children should learn Korean in order to learn English, and the people cannot overlook their Korean learning when the people discuss their English learning. First, teachers need to constantly encourage their students to use their full linguistic repertoires and non-linguistic semiotic resources for learning English and subject matter. Second, teachers can purposefully design activities and assignments that require students to engage in translingual practices.
