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2209-0959\u003Cbr>[https://journals.castledown-publishers.com.au/ajal/](https://journals.castledown-publishers.com.au/ajal/) |\n| --- | --- |\n\nAustralian Journal ofApplied Linguistics, 3 (1), 115-132 (2020) [https://doi.org/10.29140/ajal.v3n1.303](https://doi.org/10.29140/ajal.v3n1.303)  \nCreating Translingual Teaching Resources Based on Translanguaging Grammar Rules and Pedagogical Practices  \nCORINNE A. SEALS a VINCENT OLSEN-REEDER b  \nRUSSELL PINE c MADELINE ASH d  \nCEREACE WALLACE e  \nVictoria University of Wellington New Zealand  \n[corinne.seals@vuw.ac.nz](corinne.seals@vuw.ac.nz)  \nVictoria University of Wellington New Zealand  \n[vini.olsen-reeder@vuw.ac.nz](vini.olsen-reeder@vuw.ac.nz)  \nVictoria University of Wellington New Zealand  \n[russell.pine@vuw.ac.nz](russell.pine@vuw.ac.nz)  \nVictoria University of Wellington New Zealand  \n[madsash22@gmail.com](madsash22@gmail.com)  \nVictoria University of Wellington New Zealand  \n[cereace.wallace@gmail.com](cereace.wallace@gmail.com)  \nAbstract  \nThis 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.  \nKeywords: culturally responsive research, pedagogical translanguaging, teaching resources, acceptability judgments, New Zealand  \nIntroduction  \nTranslanguaging is a wide-ranging concept, lens, and pedagogy. This article examines how translanguaging naturally takes place in a multilingual environment. Additionally, it explains how atranslanguaging grammar was operationalized by the authors to create translingual children’s books and materials for teachers. These materials embody translingual practices and respective community worldviews (e.g. tikanga Māori) .  \nAs a starting point, we consider pedagogical translanguaging as encompassing:  \nthe ways in which [multi]lingual students and teachers engage in complex and fluid discursive practices that include, at times, the home language practices of students in order to ‘make sense’ of teaching and learning, to communicate and appropriate subject knowledge, and to develop academic language practices (García, 2014, p. 112, emphasis added) .  \nTranslanguaging as practice and pedagogy has value at all levels of multilingual education, particularly for minority students (Cenoz & Gorter, 2017; Nguyen, 2019) . Still, as a relatively new pedagogy, translanguaging resources are scarce. With New Zealand’s superdiverse population of over 160 languages (Royal Society of New Zealand, 2013), we were keenly aware of the benefits that translanguaging could bring to education. As such, our research teams with the Wellington Translanguaging Project (WTP) and Translanguaging Aotearoa (discussed later in this article) began producing translingual resources in 2018 for two minority language communities in New Zealand – Samoan and Māori. Furthermore, because translanguaging can help support the minority language speaking students most marginalized by mainstream education, it is crucial that resources are aimed at and designed in collaboration with these communities. This is discussed further, later in this article.  \nIn this article, we present innovative grammatical rules that we developed for creating translingual pe","cbCaipKqeTGjKvbt","https://ap.wps.com/l/cbCaipKqeTGjKvbt","pdf",463347,18,"English","# Abstract\n# Introduction\n## Translanguaging as concept, lens, and pedagogy\n## Pedagogical translanguaging as discursive practice\n## Scarcity of translanguaging resources and project context","[{\"question\":\"What is the core goal of the article?\",\"answer\":\"To explain how translanguaging understanding in multilingual classrooms leads to creating translanguaging grammar rules and pedagogical materials.\"},{\"question\":\"Which language communities does the study primarily focus on?\",\"answer\":\"The article focuses mainly on a Māori puna reo in Aotearoa New Zealand, while also drawing on work with a Samoan a’oga amata.\"},{\"question\":\"How are the developed rules used in producing teaching materials?\",\"answer\":\"The authors operationalize a translanguaging grammar to create translingual children’s books and teacher materials that embody translingual practices and cultural values.\"}]","Creating Translingual Teaching Resources Based on Translanguaging Grammar Rules and Pedagogical Practices | PDF",1792078311,45]