Moving towards Translanguaging Pedagogies: Insights from a Teacher–Researcher Collaboration in Vienna

In Austria, as in most countries in Europe and beyond, linguistically heterogeneous populations increasingly define school systems, particularly in urban areas. While the European Centre for Modern Languages has been promoting multilingual and multicultural education for decades, multilingualism has until recently been relatively absent in the Austrian teacher education curriculum. Explorations of using translanguaging pedagogies to support content and language learning amongst multilingual learners – and counter the existing achievement gap – are still relatively rare. While individual efforts and projects exist, to date there has been no systematic and sustained effort to support change in teacher education programs so that teachers