[Webinar] CACTI: A survey on what constitutes translanguaging in different K-12 classrooms worldwide

COVID or no COVID, all countries express a desire for development, modernity, and human capital, while English is (mis-)recognized as key to acquiring these “goodies” (Lin, 2016, p. 1). Therefore, all over the world, subject content is sometimes taught to K-12 students, called Content Language Integrated Learning (CLIL), in English. In these classes, students and teachers translanguage: they use their whole language repertoires to learn and navigate the social life of the class (García & Li, 2014). However, what specific practices constitute translanguaging, in different EAL–CLIL classrooms around the world, given geographic location, subject taught, age group, linguistic composition of the class, and language repertoire of the teacher, is the question this survey-in-progress aims to answer. The researchers, two translanguaging scholars and a quantitative methods scholar, have mapped the different theorized translanguaging practices in education onto the items of the survey (CLIL outcomes, metalinguistic awareness, critical discourse awareness, pedagogic translanguaging,…