Translanguaging: a bibliometric and systematic review unveiling its rise as a key research area in multilingual education and its implications for CLIL and beyond

• Yu, Zhonggen ^[1]
  1. [1] School of English and International Studies, Beijing Language and Culture University, Beijing, People's Republic of China;b College of International Studies, National University of Defense Technology, Nanjing, People's Republic of China
• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 23, Nº. 1, 2026, págs. 546-572
• Idioma: inglés
• DOI: 10.1080/14790718.2025.2543963
• Texto completo no disponible (Saber más ...)
• Resumen

  • Translanguaging is an effective strategy for achieving mutual communication, language acquisition, and cultural transmission. However, few comprehensive bibliometric and systematic review studies have been devoted to this field. Using bibliometric and systematic analysis with VOSviewer and CitNetExplorer, this study concludes that translanguaging has emerged as a key research area with continuous growth over the past decade. The top authors, sources, organisations, and countries in translanguaging research have established an influential direction to guide the field which is distinct from bilingual or multilingual education. It is also concluded that translanguaging is an effective approach for integrating creativity, critical thinking, communication, and identity construction in multilingual practices and education; potential translanguaging strategies play a crucial role in educational contexts; and translanguaging practice can exert a positive influence on Content and Language Integrated Learning (CLIL). Future research on translanguaging can focus on methodological refinement, translanguaging theory development, and application to specific research questions.

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