[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589241-105":59,"doc-detail-589241-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","translanguaging-in-adult-basic-education-worldwide","Translanguaging in Adult Basic Education Worldwide","","Research Digest article on translanguaging in adult basic education worldwide, examining why adult language learners face monolingual language policies that often treat home languages as deficits. It reviews the concept of translanguaging as a fluid approach where multilingual speakers draw on diverse repertoires to maximize communicative potential. The digest connects translanguaging to adult literacy learning and argues for greater attention in policy and classroom practice to support learning, legitimization, and social justice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/translanguaging-in-adult-basic-education-worldwide/589241/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/translanguaging-in-adult-basic-education-worldwide/589241.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do adult language policies worldwide often hinder adult learners’ home language use?","Question",{"text":112,"@type":113},"Policies typically emphasize integration through acquiring the host country’s language, often positioning migrants’ home languages as obstacles rather than strengths.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does translanguaging mean in adult language and literacy theories?",{"text":117,"@type":113},"Translanguaging describes multilingual speakers’ fluid access to multiple linguistic features and modes to maximize communicative potential, rather than treating languages as separate autonomous systems.",{"name":119,"@type":110,"acceptedAnswer":120},"How can translanguaging be applied in adult basic education classrooms?",{"text":121,"@type":113},"Instruction can legitimize learners’ linguistic repertoires, deepen understanding of texts, and build critical metalinguistic awareness—for example by comparing vocabulary meanings across learners’ home languages and English.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589241,1792119984,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ADULT LITERACY EDUCATION SPRING 2023  \n| [http://doi.org/10.35847/AKaiper-Marquez.5.2.57](http://doi.org/10.35847/AKaiper-Marquez.5.2.57) |  |\n| --- | --- |\n|  | Research Digest |\n\nTranslanguaging in Adult Basic Education Worldwide  \nAnna Kaiper-Marquez, National Center for Families Learning  \nThere is an abundance of adult language  \nlearners worldwide, including an estimated 1.5 billion English language learners alone (British Council Statistics as cited in Beare, 2019) . For adult immigrants in particular, acquisition of the language/s spoken in their host countries is expected for integration into the social and economic fabric of the country (Haznedar et al. , 2018) . For example, 37.5 million people living in the European Union (EU) were born outside of  \nEU countries (European Commission, 2021) and at least 10 of these 41 member countries require that immigrants demonstrate a level of language proficiency of the host country before entering (Rocca et al. , 2020) . In the United States, adult English language learners (ELLs), most of whom are immigrants, makeup 40% of learners in federally-funded adult basic education (ABE) programs (American Institutes for Research, 2016) and are expected to learn English“tobe productive workers, family members, and citizens”(U.S. Department of Education, para. 1) . Adult language policies worldwide propound the necessity of adults learning the language of the country in which they have resettled, and yet, this often comes “at the expense of these migrants’ home language or otherlanguages they speak”(Haznedar et al. , 2018, p. 156). Moreover, within policy and public discourse, the native languages of adult learners begin to become viewed as a barrier to their integration  \ninto the country as opposed to an intellectual and personal strength (Polezzi et al. , 2019) . This inevitably leads adult language and literacy programs to view learners’ native languages from a similar deficit perspective (Haznedar et al. , 2018) .  \nAs a response to global monolingual language policies, concepts have been developed to promote the importance, and even the necessity, of drawing on learners’ native languages to support the learning of an additional language. One concept that is particularly gaining notoriety in scholarship and practice within K-12 classrooms is the notion of“translanguaging.” This concept refers to the fluidity of language practices employed by multilingual speakers (García & Wei, 2014) and has grown significantly in recognition as it views one’s native language/s as an asset to their learning rather than a barrier (García & Leiva, 2014) . This concept, however, remains largely unrecognized in educational policies and in instructional practices for adult language learners. It is similarly rare in scholarship exploring adult basic education and language classrooms globally. In the following review of research, I describe in more detail the concept of translanguaging and review the nascent literature connecting translanguaging to adult language and literacy learning worldwide. Additionally, I conclude by arguing for more work on translanguaging in adult language classrooms and policy globally.  \n[Correspondence: akaipermarquez@familieslearning.org](Correspondence: akaipermarquez@familieslearning.org) 57  \n What Is Translanguaging? Translanguaging, or “the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential”(García, 2009, p. 140) has become a vital concept in language and literacy theories and pedagogies. The term was originally coined by Welsh educator Cen Williams in the 1980s to promote the systematic use of two or more languages for teaching and learning (Lewis et al. , 2012) and gained popularity in more recent books by Baker (2001) and García (2009) . While “code switching,” a process where speakers go back and forth between languages, is a concept still ","cbCaiortJzeyBQ04","https://ap.wps.com/l/cbCaiortJzeyBQ04","pdf",88754,"English","# Translanguaging in Adult Basic Education Worldwide\n## Adult language learners and monolingual policy constraints\n## Defining translanguaging and contrasting with code switching\n## Translanguaging instructional practices in adult education","[{\"question\":\"Why do adult language policies worldwide often hinder adult learners’ home language use?\",\"answer\":\"Policies typically emphasize integration through acquiring the host country’s language, often positioning migrants’ home languages as obstacles rather than strengths.\"},{\"question\":\"What does translanguaging mean in adult language and literacy theories?\",\"answer\":\"Translanguaging describes multilingual speakers’ fluid access to multiple linguistic features and modes to maximize communicative potential, rather than treating languages as separate autonomous systems.\"},{\"question\":\"How can translanguaging be applied in adult basic education classrooms?\",\"answer\":\"Instruction can legitimize learners’ linguistic repertoires, deepen understanding of texts, and build critical metalinguistic awareness—for example by comparing vocabulary meanings across learners’ home languages and English.\"}]","Translanguaging in Adult Basic Education Worldwide | PDF",1792066818,15]