Framing the Realities of TESOL Practice Through a Translanguaging Lens

While the professional and methodological literature surrounding TESOL has, until recently, promoted monolingual, English-only approaches in the classroom, the deployment of multilingual resources and repertoires has long been a reality in many TESOL classrooms around the world. Although many teachers perceive a value in drawing on all the learners’ own linguistic resources to support learning, the multilingual classroom has, until now, been an ‘elephant in the room’ in the professional discourse of the field.