Moore, Pat2025-01-152025-01-152023Moore, P. 2023. Translanguaging in CLIL. En Banegas, D. y Zappa-Hollman, S. (Eds.) The Routledge Handbook of Content and Language Integrated Learning. London & New York: Routledge, pp. 28-42.978103200195110.4324/9781003173151-4https://hdl.handle.net/10433/22329CLIL is a form of bilingual education, always involving at least one additional, target language (TL). Even if a classroom scenario were nominally restricted to the TL – for example, ‘English only’, the teacher could not prevent students from thinking in their L1 and so it will always play a role. The goal, therefore, becomes maximising the potentialities of both languages in CLIL. There are many terms to describe language contact but, perhaps because it was originally conceived of in a bilingual educational context (in Wales), the notion of translanguaging is increasingly popular in CLIL research. This chapter will outline the emergence and evolution of translanguaging (and competing terms), and it will describe how research has come to make a distinction between translanguaging as behavioural phenomenon and as pedagogic strategy, while suggesting that both are relevant to CLIL classrooms. The chapter will include an overview of related CLIL research and will provide translanguaging tips for the CLIL practitioner.application/pdfenTranslanguaging pedagogyPedagogical translanguagingCLILBilingual educationbook partrestricted access