In this conceptual paper, we integrate interdisciplinary perspectives from early childhood education and applied linguistics to propose a new framework: Playworld Translanguaging. This framework refers to the intentional blending of pedagogical translanguaging and conceptual playworlds to create a supportive, inclusive pedagogy in early childhood education settings for children from diverse linguistic and cultural backgrounds.We argue that pedagogical translanguaging and conceptual playworlds share complementary features and philosophical foundations that can enhance language and literacy development, conceptual understanding, problem-solving skills, identity formation, personal agency, and overall wellbeing in young children. As both approaches are rights-based, inclusive, and responsive, their combination has the potential to effectively address the needs of linguistically and culturally diverse children.While extensive research has shown the benefits of pedagogical translanguaging and conceptual playworlds independently, there is limited theorising and research on how combining these approaches might further improve outcomes in early childhood education. This paper thus aims to bridge that gap by introducing Playworld Translanguaging as a promising, unified approach.
- Towards a playworld translanguaging approach in early childhood education
- Grace Oakley - The University of Western AustraliaCarly Steele - Curtin Univ, Sch Educ, Bentley, WA 6102, AustriaChristine Robinson - The University of Notre Dame AustraliaToni Dobinson - Curtin Univ, Sch Educ, Bentley, WA 6102, AustriaSender Dovchin - Curtin Univ, Sch Educ, Bentley, WA 6102, AustriaWendy Cumming-Potvin - Murdoch University, School of Education
- Australian review of applied linguistics, Online First
- John Benjamins Publishing Company
- 21
- 991005792772707891
- © 2025 John Benjamins Publishing Company
- Murdoch University; School of Education
- English
- Journal article