Abstract
Building on recent practice-oriented and multimodal shifts in bilingual education and content area education, we propose a disciplinary perspective on translanguaging that leverages the synergy between translanguaging and contemporary conceptualizations of content learning. Specifically, we propose that a disciplinary perspective consists of two features: (a) connecting translanguaging practices to disciplinary practices and (b) framing multimodality as essential to constructing disciplinary meaning. We illustrate these features using examples from our research in sixth-grade STEM classrooms. We argue that a disciplinary perspective could address persistent challenges of developing and researching translanguaging pedagogies and contribute to fostering equitable learning experiences for multilingual students.
