ABSTRACT
This chapter argues that, in superdiversity, language needs to be seen predominantly as a social rather than a linguistic phenomenon, which has clear implications for research. Following a review of relevant literature about translanguaging as pedagogy, a model of translanguaging as situated identity performance is proposed and three examples are provided of translanguaging in classrooms to illustrate this. The role of teachers is foregrounded, along with the tensions they experience in adopting and negotiating translanguaging as pedagogy in monolingualising education systems. Finally, consideration is given as to what might be involved in a model of translanguaging pedagogy for superdiversity
