Mapping translanguaging research in global Chinese language education: a systematic review

Abstract

Abstract Over the past decade, translanguaging has emerged as a significant framework in language education, yet its application in Chinese language teaching remains underexplored. This systematic review examines 52 empirical studies published between 2014 and 2024 to map how translanguaging has been conceptualized and enacted in global Chinese language education. Viewing translanguaging through a dual framing as both a practice and a stance, we investigated research contexts, reported affordances and challenges, and engagement with social justice, and mapped the studies along two continua: from spontaneous to pedagogical practice and from weaker to stronger stance. Findings reveal a rapidly growing but geographically concentrated field, dominated by North American dual-language bilingual programs. While many studies adopt strong theoretical framings, implementation often remains covert, emergent, or functionally oriented. Translanguaging demonstrates unique affordances for Chinese literacy development and potential for disrupting Mandarin hegemony, yet faces persistent ideological resistance, structural constraints, and tensions with Confucian heritage pedagogies. Additionally, one-third of studies demonstrate critical engagement with decolonial or anti-racist aims. We call for future research in underrepresented contexts beyond North America, greater attention to ideological and cultural tensions shaping implementation, and designs that move beyond recognition and inclusion to leverage translanguaging’s transformative potential in Chinese language education.