A disciplinary perspective on translanguaging

Building on recent practice-oriented and multimodal shifts in bilingual education content area education, we propose a disciplinary perspective translanguaging that leverages the synergy between contemporary conceptualizations of learning. Specifically, consists two features: (a) connecting practices to (b) framing multimodality as essential constructing meaning. We illustrate these features using examples from our research sixth-grade STEM classrooms. argue could address persistent challenges developing researching pedagogies contribute fostering equitable learning experiences for multilingual students.