Making the Shift from a Codeswitching to a Translanguaging Lens in English Teacher Education

Bridget Goodman, Serikbolsyn Tastanbek

Research output: Contribution to journalArticlepeer-review


There has been increasing ambiguity and debate about the meaning
and applicability of the terms codeswitching and translanguaging in English
language classrooms. To address this issue, this article first offers a historical
overview of the literature on codeswitching and translanguaging.
This overview serves as the basis for an updated framework that highlights
necessary areas of shift in conceptualization from codeswitching to
translanguaging, and dimensions of codeswitching research that can still
be integrated into a translanguaging lens. This framework is illuminated
through an autobiographical narrative inquiry analysis of a teacher educator
and a student-researcher at an English-medium university in Kazakhstan,
a country that is officially bilingual and developing policies and
practices to promote trilingualism. The article reinforces the argument
that teachers, teacher educators, and ESOL researchers need to shift
from a separate (monoglossic) view of languaging practices to a holistic
(heteroglossic) view. Research on teachers’ beliefs and language practices
need to be reviewed critically to identify whether they take a
monoglossic or heteroglossic view of language practices. The preponderance
of spontaneous rather than strategic pedagogical use of translanguaging
suggests that teachers and teacher educators in Englishlanguage
classrooms need to be explicitly taught ways to incorporate
heteroglossic ideologies and intentional translanguaging pedagogies
into their teaching practice.
Original languageEnglish
Pages (from-to)1-25
Number of pages25
JournalTESOL Quarterly
Publication statusPublished - Mar 29 2020

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