ABSTRACT
Translanguaging was initially formulated as a pedagogic approach, intended to foster the development of both languages in Welsh/English bilingual classrooms and was subsequently adopted by researchers to describe the flexible and dynamic behaviour of bi- and multilinguals. We suggest that both strands of translanguaging research – as pedagogy and as behaviour – are potentially of interest to CLIL. After briefly sketching the emergence and evolution of the concept of translanguaging, this chapter presents an overview of CLIL research, initially focusing on the L1 but more recently adopting translanguaging. We then move on to a section where we discuss ways in which CLIL practitioners can proactively plan for classroom praxis which incorporates translanguaging, moving from word level through text level to proposals for translanguaging sequences designed to integrate content and languages (plural). In closing we look to the future and reflect upon some of the questions that still need to be addressed.
