ABSTRACT
Current translanguaging research in multilingual classroom settings tends to deploy functional discourse analysis, ethnography, semi-structured interviews, and mixed methods to explore how teachers and multilingual students communicate and create meanings through translanguaging. I will first explain the concept of translanguaging from the view of bi-/multilingual pedagogy and review relevant literature on translanguaging as a pedagogical resource in multilingual classrooms. I then present how the notion of translanguaging as a theory of language is informed by concepts including the sociocultural and ecological psychology perspectives of languaging, multimodality, multilingualism, and translanguaging space. I will also discuss the nature and guiding principles of classroom translanguaging research. It will then critically examine the different methodological approaches for researching translanguaging in classroom settings.
