Translanguaging for Inclusive and Sustainable English Language Education: A Systematic Literature Review

Authors

  • Ach Fauzi Universitas Negeri Yogyakarta
  • Muntas Azzahiro Universitas Muhammadiyah Surabaya

DOI:

https://doi.org/10.33541/jet.v12i3.8722

Keywords:

Translanguaging, English language teaching, inclusive education, sustainable language education, systematic literature review

Abstract

English-medium and EFL/ESL classrooms are rarely monolingual in practice, yet instructional norms often treat English learning as one-language-at-a-time. Translanguaging challenges that norm, reframing multilingual learners’ language use as one dynamic repertoire rather than separate codes, but its implications for English teaching remain scattered across contexts. This review synthesizes peer-reviewed articles (search window 2016-2026; included studies published 2017-2026) from Scopus and ERIC, following PRISMA 2020 and quality-appraised with the Mixed Methods Appraisal Tool (MMAT), examining how translanguaging is theorized and enacted for inclusion and sustainability, with attention to EFL/ESL classrooms. Thematic synthesis identified five strands: cognitive scaffolding for content and language access; disability-responsive pedagogy; identity and belonging; institutional friction, including in English-medium instruction; and an emerging multimodal and AI-supported frontier. Sustainability proved neither automatic nor uncontested: left unregulated, translanguaging in an English-dominant classroom can crowd out minority languages unless deliberately designed. Effectiveness was patterned by context: teacher stance, professional development, and protective policy enabled inclusion, while monoglossic ideology, rigid assessment, and resource constraints held it back. Gaps remain in longitudinal evidence, disability-focused research, and translanguaging-responsive assessment; MMAT appraisal found at least one gap in 24 of the 44 empirical studies (55%), most often missing ethics approval. Sustainable, inclusive English language education requires treating translanguaging as a deliberately designed practice, not an unregulated freedom.

References

Abdulatief, S., & Guzula, X. (2024). Crossing the Frontier from Oral to Written Translanguaging for Epistemic Access in Natural Science. Reading & Writing: Journal of the Literacy Association of South Africa, 15(1). http://eric.ed.gov/?id=EJ1447623

Almashour, M. (2024). Bridging worlds with words: translanguaging and its impact on identity formation among Jordanian graduate students in Ontario. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1464741

Almashour, M., Aldamen, H., Jarrah, M., & Al-Deaibes, M. (2026). Translanguaging in Jordanian EFL assessment: Cognitive scaffolding, identity expression, and institutional friction. System. https://www.sciencedirect.com/science/article/pii/S0346251X25003276

Anderson, J., & Lightfoot, A. (2021). Translingual practices in English classrooms in India: current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210-1231. https://doi.org/10.1080/13670050.2018.1548558

Antony-Newman, M. (2026). Plurilingualism for social justice: a meta-synthesis. Journal of Multilingual and Multicultural Development, 47(4), 2465-2494. https://doi.org/10.1080/01434632.2025.2475915

Bao, P. (2025). Delineating translanguaging: theoretical distinctions from code-switching and a Vygotskian model of cognitive scaffolding in multilingual classrooms. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2025.2575886

Beltran-Palanques, V., Liu, J. E., & Lin, A. M. Y. (2025). Translanguaging in Language Teacher Education (pp. 593-619). https://doi.org/10.1007/978-3-031-47310-4_18

Bonilla, D., & Morales-Doyle, D. (2025). Toward pedagogías entrenzadas: Braiding critical and asset-based pedagogies of sciences, languages, and cultural responsiveness. Journal of Research in Science Teaching, 62(1), 49-85. https://doi.org/10.1002/tea.22007

Boonsuk, Y. (2025). Translanguaging practices in Thai multilingual English medium instruction classrooms: a route to confidence and participation. International Journal of Multilingualism, 1-31. https://doi.org/10.1080/14790718.2025.2599128

Canagarajah, A. S. (2011). Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. Modern Language Journal, 95(3), 401-417.

Carbonara, V. (2022). Multilingual education in an Italian public preschool: Teachers and families among mobility processes and inclusive practices. Multilingua, 41(3), 321-340. https://doi.org/10.1515/multi-2021-0124

Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53, 342-354. https://doi.org/10.1177/00336882221082751

Coyle, D., & Tsui, A. B. M. (2025). Holistic perspectives on complexities and implications of translanguaging in multilingual contexts: A commentary. Learning and Instruction, 98. https://doi.org/10.1016/j.learninstruc.2025.102133

Delavan, M. G., Freire, J. A., & de Jong, E. (2025). Equitable language allocation and program models in dual language bilingual education: From oversimplification to decision-making processes at all scales. Modern Language Journal, 109(1), 148-170. https://doi.org/10.1111/modl.12989

Ee, J., & Son, M. (2025). Bilingualism as activism: collective efforts in building the first Korean dual language programs in the U.S. International Multilingual Research Journal. https://doi.org/10.1080/19313152.2024.2439118

Fabre-Triana, P., Faytong-Haro, M., Contreras-Falcones, A., Angulo-Prado, A., Paez-Tobar, A., & Fabre-Merchan, P. (2025). Beyond bilingualism: an additive trilingual equity agenda for Indigenous English education in Latin America. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1643377

Fuster, C., & Bardel, C. (2024). Translanguaging in Sweden: A critical review from an international perspective. System, 121. https://doi.org/10.1016/j.system.2024.103241

García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan UK. https://doi.org/10.1057/9781137385765

Hamman-Ortiz, L. (2024). Cultivating a critical translanguaging space in dual language bilingual education. International Multilingual Research Journal, 18(2), 119-139. https://doi.org/10.1080/19313152.2023.2277101

Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., Vedel, I., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285-291. https://doi.org/10.3233/EFI-180221

Hou, Z., Zhang, J., JadAllah, M., Enriquez-Andrade, A., Tran, H. T., & Ahmmed, R. (2025). Translanguaging practices in global K-12 science education settings: A systematic literature review. Journal of Research in Science Teaching, 62(1), 270-306. https://doi.org/10.1002/tea.22008

Jasone, C., & Durk, G. (2017). Minority Languages and Sustainable Translanguaging: Threat or Opportunity? Journal of Multilingual and Multicultural Development, 38(10). http://eric.ed.gov/?id=EJ1157748

Kilinc, S., & Borowski, N. D. (2025). “They are not losing anything”: preschool educators’ language ideologies and use for young emergent multilinguals labeled with disabilities. Language and Education, 39(4), 864-885. https://doi.org/10.1080/09500782.2024.2410193

Kirsch, C. (2020). Opening minds to translanguaging pedagogies. System, 92. https://doi.org/10.1016/j.system.2020.102271

Kirsch, C. (2026). Including adults and peers through translanguaging in literacy activities. Journal of Multilingual and Multicultural Development, 47(3), 1478-1492. https://doi.org/10.1080/01434632.2024.2421444

Kuzu, T. E. (2026). AI-Supported Translanguaging Processes in Primary School: Empirical Insights into ChatGPT’s Role in Multilingual Interactions. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-026-09974-7

Malgoubri, I. (2026). Empowering teachers and reclaiming agency through culturally sustaining arts-based pedagogy in English language teaching. Teaching and Teacher Education, 171. https://doi.org/10.1016/j.tate.2025.105328

McKinney, C., & Tyler, R. (2024). (Trans)languaging-for-learning: A perspective from the South. Reading and Writing (South Africa), 15(1). https://doi.org/10.4102/rw.v15i1.508

Mendoza, A. (2022). What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class. Applied Linguistics Review, 13(6), 1055-1075. https://doi.org/10.1515/applirev-2019-0106

Mendoza, A., Hamman-Ortiz, L., Tian, Z., Rajendram, S., Tai, K. W. H., Ho, W. Y. J., & Sah, P. K. (2024). Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework. TESOL Quarterly, 58(2), 664-692. https://doi.org/10.1002/tesq.3240

Miftakh, F., Yanto, E. S., & Harjadi, A. F. (2025). Translanguaging in Indonesian EFL Classrooms: Pedagogical Insights and Student Perspectives. Qualitative Report, 30(11), 4679-4702. https://doi.org/10.46743/2160-3715/2025.6687

Moraczewska, A. (2026). Pedagogical Translanguaging for Epistemic Inclusion: Scaffolding Strategies in Bilingual Subject Instruction in Norway. International Journal of Applied Linguistics (United Kingdom), 36(1), 39-50. https://doi.org/10.1111/ijal.12661

Mufori, S. N., Mpofu, N., & Simuja, C. (2025). Exploring pedagogical translanguaging strategies in ESL primary classrooms: enhancing reading comprehension in multilingual learners. International Multilingual Research Journal. https://doi.org/10.1080/19313152.2025.2585817

Norro, S. (2024). Namibian Teachers’ Practices in a Multilingual Context. International Journal of Multilingualism, 21(1). http://eric.ed.gov/?id=EJ1413092

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

Pawapootanon, A., Poopatwiboon, S., & Ambele, E. A. (2025). Pedagogical Translanguaging in English Classrooms: Teachers’ and Students’ Experiences in a Thai Secondary School. Australian Journal of Applied Linguistics, 8(3). http://eric.ed.gov/?id=EJ1476307

Ponzio, C. M., & Deroo, M. R. (2023). Harnessing multimodality in language teacher education: expanding English-dominant teachers’ translanguaging capacities through a Multimodalities Entextualization Cycle. International Journal of Bilingual Education and Bilingualism, 26(8), 975-991. https://doi.org/10.1080/13670050.2021.1933893

Prilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages, 6(4), 180. https://doi.org/10.3390/languages6040180

Rahmadani, A. (2025). Translanguaging Strategies for Autism Spectrum Disorder (ASD) Students in Early Childhood English Language Learning. International Journal of Early Childhood, 57(3), 707-730. https://doi.org/10.1007/s13158-024-00412-2

Rezaee, A. A., Seyri, H., & Norouzi, M. H. (2025). Translanguaging at the Heart of Language Education: A Systematic Review. In Translation, Translanguaging and Machine Translation in Foreign Language Education (pp. 235-259). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-82174-5_12

Sangeetha, S., & Sri Dhivya, D. (2025). The power of translanguaging: Theoretical insights and empirical evidence on language acquisition and social-emotional learning. Australian Journal of Applied Linguistics, 8(1). https://doi.org/10.29140/ajal.v8n1.102406

Sincuba, L. (2025). Implementing Trilingual Pedagogy in Dramatic Arts Education: Balancing Linguistic Diversity, Creative Expression, and Institutional Challenges in Multilingual Classrooms. International Journal of Learning, Teaching and Educational Research, 24(5), 472-496. https://doi.org/10.26803/ijlter.24.5.25

Sun, L. (2026). Integrating Culturally Sustaining Pedagogies With Social Justice Language Education: Insights From a Field-Based English Teacher Education Course. International Journal of Applied Linguistics (United Kingdom), 36(1), 701-713. https://doi.org/10.1111/ijal.12807

Suri, P., & Jones, M. O. (2025). Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion. AILA Review, 38(2). http://eric.ed.gov/?id=EJ1493165

Syed, H., Waseer, N., & Kumar, A. (2025). Investigating Science Teachers’ Translanguaging Practices and Ideologies in Pakistan: A Mixed Methods Study. Bilingual Research Journal, 48(3). http://eric.ed.gov/?id=EJ1489567

Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 45. https://doi.org/10.1186/1471-2288-8-45

UNESCO. (2009). Policy Guidelines on Inclusion in Education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/in/documentViewer.xhtml?ark=/ark:/48223/pf0000177849/PDF/177849eng.pdf

Wong, C. T., Chang, C.-H. S., & Graham, K. M. (2026). The impact of bilingual 2030 on instructional practices and learning for students with learning disabilities. Bilingual Research Journal, 49(1), 98-112. https://doi.org/10.1080/15235882.2025.2599932

Yang, Q., Wang, H., Zhang, H., & Wang, H. (2026). Narrative of emotion labor and agency through translanguaging pedagogy in the lives of teachers in multilingual education: from an ecological perspective. Language and Education. https://doi.org/10.1080/09500782.2026.2667287

Yaqin, L. N., McLellan, J., & Noorashid, N. (2025). Shifting Paradigms in Translanguaging: A Scientometric Analysis of Research Trends and Trajectories. Studies in English Language and Education, 12(2), 682-702. https://doi.org/10.24815/siele.v12i2.40243

Downloads

Published

2026-10-31

Issue

Vol. 12 No. 3 (2026): Journal of English Teaching

Section

Articles

License

Copyright (c) 2026 JET (Journal of English Teaching)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.