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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/37080
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dc.contributor.authorReilly, Colinen_UK
dc.contributor.authorGibson, Hannahen_UK
dc.contributor.authorCostley, Traceyen_UK
dc.contributor.authorKula, Nancyen_UK
dc.date.accessioned2025-05-24T00:00:23Z-
dc.date.available2025-05-24T00:00:23Z-
dc.date.issued2025-03en_UK
dc.identifier.urihttp://hdl.handle.net/1893/37080-
dc.description.abstractThe monolingualizing of education has constructed artificial educational spaces disconnected from the lived multilingual reality of individuals. We discuss how boundaries are created and maintained and how this negatively affects learning in Botswana, Tanzania, and Zambia. We conclude by advocating for the introduction of translanguaging spaces in education to deconstruct boundaries and provide more equitable, inclusive, and multilingual approaches to education.en_UK
dc.language.isoenen_UK
dc.relationReilly C, Gibson H, Costley T & Kula N (2025) Deconstructing boundaries and building translanguaging spaces for effective multilingual learning. <i>NORRAG Special Issue</i>, (11), pp. 24-27. https://resources.norrageducation.org/resource/922/multilingualism-and-language-transition-innovations-and-possibilitiesen_UK
dc.rightsPublished under the terms and conditions of the Creative Commons licence: Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) https://creativecommons.org/licenses/by-nc/4.0/en_UK
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en_UK
dc.subjectTranslanguaging spacesen_UK
dc.subjectBoundariesen_UK
dc.subjectPrimary educationen_UK
dc.titleDeconstructing boundaries and building translanguaging spaces for effective multilingual learningen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleNORRAG Special Issueen_UK
dc.citation.issn2571-8010en_UK
dc.citation.issue11en_UK
dc.citation.spage24en_UK
dc.citation.epage27en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderThe British Academyen_UK
dc.identifier.urlhttps://resources.norrageducation.org/resource/922/multilingualism-and-language-transition-innovations-and-possibilitiesen_UK
dc.author.emailc.f.reilly1@stir.ac.uken_UK
dc.citation.date15/05/2025en_UK
dc.description.notesArticle is featured in a NORRAG Special Issue published by the NORRAG Global Education Centre https://www.norrag.org/en_UK
dc.contributor.affiliationEnglish Studiesen_UK
dc.contributor.affiliationUniversity of Essexen_UK
dc.contributor.affiliationUniversity of Essexen_UK
dc.contributor.affiliationLeiden Universityen_UK
dc.identifier.wtid2078019en_UK
dc.contributor.orcid0000-0001-5236-1041en_UK
dc.date.accepted2024-11-05en_UK
dcterms.dateAccepted2024-11-05en_UK
dc.date.filedepositdate2024-12-05en_UK
rioxxterms.apcnot chargeden_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorReilly, Colin|0000-0001-5236-1041en_UK
local.rioxx.authorGibson, Hannah|en_UK
local.rioxx.authorCostley, Tracey|en_UK
local.rioxx.authorKula, Nancy|en_UK
local.rioxx.projectProject ID unknown|The British Academy|en_UK
local.rioxx.freetoreaddate2025-05-23en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by-nc/4.0/|2025-05-23|en_UK
local.rioxx.filenamenorrag-special-issue-11-english.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source2571-8010en_UK
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