Congratulations on your paper, Irina! For me, it is complete common sense to make use of whatever linguistic resources (and other semiotic resources) are necessary to promote engagement in meaning-meaning activity in the language classroom, especially when working with children. My own (limited) understanding of the 'translanguaging' perspective is that it aims to move away from a view of languages as discreet and bounded entities, and to recognise the dynamic ways that multilinguals draw on multimodal resources to interpret and create meaning in cooperation with others. In terms of language pedagogy based on this perspective, I think one of the main tasks (and challenges) is helping learners appreciate multilingual language use (and to overcome the 'monolingual mindset', if relevant) and to enhance conceptual understanding of meaning-making processes, in addition to 'acquisition' of linguistic features as conventionally understood within SLA etc. How teachers actually go about this in the classroom is interesting for me. Look forward to reading your paper soon ;)

Dear Troy, Thank you for your response! I was happy to know that you share my opinion. Unfortunately, translanguaging is not really welcomed in a traditional classroom. There is still a common (false) belief among pre-school and primary teachers that such code-switching is due to insufficient target language knowledge :(