List of Figures
List of Tables
Introduction
1. Introducing the multilingual turn
   1.1 Challenging the monolingual bias
   1.2 The multilingual turn
   1.3 Multilingualism as reality, right, and resource
2. What is translanguaging? 
   2.1 Defining translanguaging
   2.2 Why ‘trans’? Why ‘languaging’?
   2.3 A brief history of translanguaging
   2.4 Related concepts
   2.5 Types of translanguaging
   2.6 Different perspectives on translanguaging
3. Why translanguaging? 
   3.1 The benefits of translanguaging
   3.2 Four dimensions of pedagogical translanguaging: affirming, bridging, scaffolding,
extending
   3.3 Translanguaging as removing barriers to learning
   3.4 Translanguaging as scaffolding
   3.5 Translanguaging as leveraging students’ assets
   3.6 Translanguaging as humanizing pedagogy
   3.7 Translanguaging as transformative pedagogy
   3.8 Translanguaging for all: an inclusive pedagogy
   3.9 Translanguaging and ESL
4. How can we enable translanguaging in the classroom?
   4.1 Developing a multilingual mindset
   4.2 Ensuring an inclusive language policy is in place
   4.3 Being clear about our goals
   4.4 Opening up, not closing down, translanguaging spaces
   4.5 Understanding your roles in a translanguaging classroom
   4.6 Translanguaging stance, design, and shifts
   4.7 Four purposeful lenses for translanguaging
   4.8 From allowing, to encouraging, to enabling translanguaging
   4.9 A translanguaging continuum
   4.10 Routines for translanguaging
   4.11 Translanguaging and communication skills
   4.12 Translanguaging and receptive skills
   4.13 Translanguaging and productive skills
   4.14 Translanguaging and interactive skills
Concluding thoughts
Appendix 
References