The aim of this dissertation is to enhance understanding of the transformative process in a specific Content and Language Integrated Teaching practice, wherein theories of pedagogical translanguaging are implemented. As an action research study with four teachers in a cyclical process of planning, action, observation, and reflection, it identifies how pedagogical translanguaging is applied in classroom, examines its enablers and constraints, explores collaborative learning spaces, and analyzes the role of the action research group in supporting instructional change. Additionally, the study investigates student perceptions of the transformative process.

The dissertation, grounded in social justice and social practice principles, links to Freire’s theory of critical transformative teaching, Bernstein’s educational sociology theory, Bakhtin’s theory of dialogism, and various theories of translanguaging. It employs the Theory of Practice Architectures as an analytical framework to comprehend the transformative process.

The materials have been generated through observations and recordings conducted in school years 6 and 7 in geography and Swedish as a second language. Additionally, recordings have been made in collaborative spaces involving action research participants, and through interviews with students and teachers. The school has 100 percent students with a first language other than Swedish, though most are born in Sweden or have resided there for an extended period, making Swedish their primary language of instruction.

Key results identify enablers and constraints, such as teachers’ attitudes towards multilingualism, collaborative reflection spaces, and the availability of study guidance transforming the practice into a third translanguaging space. An important finding is that the range of scaffolding strategies expands with translanguaging activities, such as grouping students by language proficiency, enhancing understanding through a multilingual discursive loop. These groups depend on the number of students with the same linguistic repertoire and their lingusitic skills. Another finding is the shift in roles when teachers relinquish control of the discussion to the students, resulting in weak framing. Furthermore, the classroom environment characterized by openness, respect, and responsiveness serves as affective scaffolding. Moreover, the results highlight students’ perspectives: although initially hesitant, students eventually perceived the new teaching approach positively, noting improved understanding and freedom in learning.

The study provides insights into the practical application of translanguaging theories and emphasizes the need for supportive structures for sustainable educational change. It posits that empowering students to utilize diverse linguistic resources for communication and meaning-making, affirms their multilingual post-national identity, positioning pedagogical translanguaging as an identity-developing mechanism. The dissertation argues that pedagogical translanguaging primarily benefits identity development and strengthens students’ self-perceptions, serving as a preliminary step towards knowledge development. In a permissive environment, enhanced self-image makes knowledge development more accessible linking identity development with knowledge development and advancing social justice

Denna avhandling inom det språk- och litteraturdidaktiska forskningsfältet utforskar flerspråkighet som resurs i ämnesundervisning i ett socialt utjämnande syfte. I ett aktionsforskningsprojekt med fyra lärare i åk 6 och 7 undersöktes möjligheter och begränsningar för pedagogiskt transspråkande i geografi och svenska som andraspråk. Samtliga elever hade ett annat språk än svenska som sitt förstaspråk, men majoriteten av eleverna var uppväxta i Sverige och hade haft hela eller större delen av sin skolgång i svensk förskola och skola. I studiens fokus står förändringsprocessen i relation till lärarnas lärande samt elevernas uppfattningar om den förändrade praktiken och upplevelser av sin kunskapsutveckling.

Resultaten visar att flerspråkighet kan bli en värdefull resurs när lärare intar ett tillåtande och uppmuntrande förhållningssätt till elevers språkliga repertoarer och organiserar undervisningen så att dessa används. Då motiveras eleverna att utforska sina språkliga repertoarer för starkare kunskapsutveckling, samtidigt som den traditionella enspråkighetsnormen utmanas.

Genom att kombinera teorier om pedagogiskt transspråkande, pedagogisk kommunikation, stöttning och praktikteori bidrar denna studie med teoretisk förståelse för flerspråkighetens komplexitet och potential, samt ny och nyanserad kunskap om pedagogiskt transspråkande. Avhandlingens bidrag stödjer lärare, skolledare, studenter och beslutsfattare att förstå flerspråkighetens möjligheter i kunskapsutveckling för att främja en inkluderande och interkulturell utbildningsmiljö.