New Special Issue in Linguistics and Education – Reimagining Instruction and Assessment for Adolescent Emergent Multilinguals through Translanguaging

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Zhongfeng Tian

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May 7, 2025, 7:27:12 AMMay 7

to Special Interest Group for Translanguaging and Inclusive Education, huy...@gmail.com

Dear colleagues,

We’re excited to share the publication of our new special issue in Linguistics and Education, titled: Reimagining Instruction and Assessment for Adolescent Emergent Multilinguals through Translanguaging: Access the full issue here

Co-edited by Dr. Huseyin Uysal (The Education University of Hong Kong) and Dr. Zhongfeng Tian (Rutgers University–Newark), this special issue explores innovative approaches for teaching and assessing adolescent emergent multilinguals in ESL and EFL contexts. Focused on translanguaging practices, it aims to redefine instructional methods by leveraging students' diverse linguistic repertoires. Contributions cover identity development, language-content intersections, teacher beliefs, and translanguaging’s potential to bridge cultural gaps.

This collection seeks to inspire inclusive translanguaging pedagogies, encouraging educators to unlock the full potential of emergent multilinguals. The articles collectively weave a narrative of innovative practices, offering insights into student engagement, language use, and academic achievement within diverse educational domains.

Table of Contents

Editorial
• Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals
Huseyin Uysal & Zhongfeng Tian

Research Articles
• Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging
Steve Daniel Przymus & Melissa Mendoza

• Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Alexis A. López & Sultan Turkan

• Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development
Allison Briceño, Claudia Rodriguez-Mojica, Sara Rutherford-Quach, Marisa Ruiz, Kathy Stoehr & Qican Sunny Cao

• The potential of pedagogical translanguaging in English language and in English-medium content classes
Jasone Cenoz & Durk Gorter

• Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education
Daniel H. Chang, Qinghua Chen & Angel Mei Yi Lin

Commentary
• Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners
Alison L. Bailey, Megan E. Abraham, Juno Yingzhi Dong, Ines M. Torres, Yifei Phoebe Wang, Edwin Zamora & Xizi Zhang

We hope this special issue sparks continued dialogue and inspires transformative practices across multilingual classrooms.