The Implementation of Translanguaging in Ontario Early Childhood Education Curriculum: A Literature Review


  • Chuan Liu Western University


Albeit the linguistically diverse settings in Ontario, language policies in schools that English and/or French as the only instructional language(s) departmentalize language repertories of bi/multilingual students. In response to the surging demand for bi/multilingual students, translanguaging is advocated to appreciate students’ fund of knowledge and their full language repertoires. This study adopts sociocultural and critical theory lenses to investigate the incorporation of translanguaging in instructional design in Ontario's early childhood education. This paper reviews relevant literature about translanguaging in Ontario. The findings demonstrated that translanguaging should be a critical component in multilingual classrooms to facilitate students with meaning-making and emancipation of individual voices in Ontario. There is a need for the incorporation of translangauging in teacher education and professional development.

Author Biography

Chuan Liu, Western University

Chuan Liu is a Ph.D. student at the University of Western Ontario, where he is conducting research in the areas of language and literacy, technology integration, and curriculum studies. With a background as a language teacher, curriculum manager, and school director, Chuan brings valuable practical experience to his academic pursuits. He is passionate about exploring the intersection of language, technology, and curriculum to enhance educational practices and promote social justice in educational settings.






Literature Review/Revue de la documentation