Translanguaging is a new term in bilingual education; it supports a hetero- glossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of dis- crete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distin- guished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individ- ual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a mul- tilingual perspective on translanguaging.
Translanguaging can emphasise the dynamic uses of multiple languages to enhance learning and can support schools in creating inclusive environments for multilingual children.
MACSWAN, J. A Multilingual Perspective on Translanguaging. American Educational Research Journal. February 2017, Vol 54, No 1, pp 167 – 201