Translanguaging; transcending conventional language teaching,effects, attitudes, and perceptions.

Sammanfattning: This study investigates how translanguaging could affect the acquisition of a second language for young language learners and how teachers and other authoritative agents' attitudes/perspectives affect implementation of translanguaging in school. Cummins(2018) describes translanguaging as a concept of focusing on the dynamic correlations between different languages for a bilingual individual. With the rapid increase of multilingual speakers worldwide, it is becoming more relevant for educational institutions to become aware of translanguaging, as a suitable method for second language acquisition. This research synthesis compiles several qualitative studies made on translanguaging, from individual to institutional perspectives. We have studied the influence brought by students, teachers, parents, policies and educational institutions on translanguaging and its implementation. Previous studies in this area indicate that translanguaging is positive for young ESOL (English to Speakers of Other Languages) learners. However, the public discourse regarding language teaching in Sweden in combination with the attitudes regarding translanguaging, suggests there is some disagreement on translanguaging by the public eye in contrast to research. This disagreement stems from the belief that languages suffer when they are used simultaneously, this is described by (Baker, 2001, in Madriñan 2014, p. 54) as the balance theory. In contrast to this, translanguaging is supported by the iceberg analogy presented by (Cummins, 2000, in Madriñan 2014, p. 55) that describes how languages are intertwined and work within the same language process system, therefore collaborating and building on each other.