This state-of-the-art review focuses on translanguaging in education. In recent years, scholars have engaged in the conceptualisation of ‘translanguaging’ (e.g. García, 2009; García & Wei, 2014a; Wei, 2018) as well as in conducting a vast and ever-increasing number of empirical studies, in educational contexts in particular. This article aims to take stock of the different ways in which ‘translanguaging’ has been conceptualised and of the ways in which it has been interpreted and applied in the study of multilingualism in diverse educational contexts across the globe. Our review exercise shows that ‘translanguaging’ has been conceptualised within two different approaches, which we propose to call the ‘fixed language approach’ and the ‘fluid languaging approach’. It further shows how ‘translanguaging’ has been studied within these two approaches in different educational contexts. We finish our review by calling for new methodologies adapted to a linguistics of fluidity and by considering critically translanguaging as a scholarly phenomenon.

中文翻译：

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教育中的翻译

这篇最先进的评论侧重于教育中的跨语言。近年来，学者们致力于“跨语言”的概念化（例如，García，2009；García & Wei，2014a；Wei，2018），并在教育背景下开展了大量且不断增加的实证研究。特定。本文旨在评估“跨语言”被概念化的不同方式，以及在全球不同教育背景下的多语研究中被解释和应用的方式。我们的审查工作表明，“跨语言”已在两种不同的方法中被概念化，我们建议将其称为“固定语言方法”和“流动语言方法”。它进一步展示了如何在不同的教育背景下在这两种方法中研究“语言转换”。我们通过呼吁适应流动性语言学的新方法并将批判性跨语言翻译视为一种学术现象来完成我们的审查。