Volume 3, Issue 1 April 2020, pp. 115–132 
Special Issue: Translanguaging as a Resource in Teaching and Learning
Creating translingual teaching resources based on translanguaging grammar rules and pedagogical practices
Corinne A. Seals 
1, Vincent Olsen-Reeder 2, Russell Pine 3, Madeline Ash 4, Cereace Wallace 5
1 Victoria University of Wellington, New Zealand 
2 Victoria University of Wellington, New Zealand
3 Victoria University of Wellington, New Zealand
4 Victoria University of Wellington, New Zealand
5 Victoria University of Wellington, New Zealand
DOI: https://doi.org/10.29140/ajal.v3n1.303
Abstract
This article describes the process of understanding how translanguaging is naturally used in multilingual teaching environments and then applying this analysis to the creation of translanguaging grammar rules and ultimately pedagogical materials. Focusing primarily on our work with a Māori puna reo in Aotearoa New Zealand, but also drawing upon our work with a Samoan a’oga amata, we explain in this article how we created translingual children's books and other teaching materials that are able to embody translingual practices and core cultural values. After discussing the materials and their development, this article ends with an initial analysis of the materials' effectiveness as well as a discussion of the importance of translingual pedagogical materials that goes beyond traditional discussions of codeswitching in the classroom.
Copyright
© Corinne A. Seals, Vincent Olsen-Reeder, Russell Pine, Madeline Ash, Cereace Wallace
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Seals, C.A., Olsen-Reeder, V., Pine, R., Ash, M., & Wallace, C. (2020). Creating translingual teaching resources based on translanguaging grammar rules and pedagogical practices. Australian Journal of Applied Linguistics, 3(1), 115–132. https://doi.org/10.29140/ajal.v3n1.303
Related Articles:
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70.
Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), 4–11.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Diaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Akihiro Saito
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), 152–167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), 52–67.
In pursuit of intercultural competence: Exploring self-awareness of EFL pupils in a lower-secondary school in Norway
Anastasia Khanukaeva
Intercultural Communication Education Published: 23 December, 2020, Volume 3(3), 118–140.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 3–13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 102–119.
