Translanguaging as a mode of operation : About possibilities and challenges when using translanguging in Elementary School

The aim of this research compilation is to seek further understanding of how translanguaging can be used as a method to assist students learning in Swedish elementary schools. In order to gain understanding I have read and thematically analyzed ten different research studies, eight of them set in a Swedish context, and two international studies from Canada and the Netherlands. Together these studies show a number of possibilities that can be seen and then implemented when using translanguaging and describe some of the challenges both teachers and pupils face. They also identify an array of translanguaging classroom practices that are used. The results show that translanguaging as a practice can work in both organized lesson plans and with a more spontaneous approach. The use of translanguaging seems to be beneficial for both language learning and knowledge development, as it draws on and connects to the pupils´ antecedent knowledge and experiences. At the same time some teachers are hesitant to adhere to a translanguaging approach, finding it a challenge to dare using languages unknown to themselves, or to organize activities in a classroom wherein many languages are spoken. Even some students find it hard to get used to a multiple language approach, though most, teachers, students and parents, are positive to translanguaging. This research compilation also reveals some areas where additional studies would contribute to an even deeper understanding of how translanguaging as a practice can be further developed and used in order to assist the learning and language development of elementary school students