Code-switching and translanguaging: why they have a lot in common.

This article critically examines the concept of translanguaging, emphasizing its indebtedness to the extensive prior research on code-switching in bilingualism and multilingualism. It argues that many claims made by proponents of translanguaging, such as the non-separability of language systems and the novelty of pedagogical practices, overlook or misrepresent established findings from decades of code-switching studies. The article highlights that bilinguals can both separate and mix languages depending on context, a complexity that translanguaging literature tends to simplify. It also notes practical challenges in classroom implementation, such as literacy issues in students' home languages, which are often unaddressed in translanguaging advocacy. Finally, the article calls for greater acknowledgment of previous research contributions and respect for diverse educational approaches across different cultural contexts.