Author(s): Anna Kaiper-Marquez – National Center for Families Learning
The article discusses the concept of translanguaging, which refers to the use of multiple languages and language features to maximize communication. While research on translanguaging primarily focuses on K–12 learners and higher education contexts, limited research exists on adult language and literacy education.
The article emphasizes the potential of translanguaging to support adult learners’ literacy skills, empowerment, and language legitimization. It also highlights the need for further research and its potential to promote social justice and equity in adult language classrooms globally.
ALE Journal – Volume 5, Issue 2