This book provides an in-depth and wide-ranging exploration of translanguaging within educational and pedagogical contexts, offering a unique synthesis of empirical research, theoretical insights, and practical applications. As multilingualism becomes increasingly central to global educational landscapes, the need to integrate inclusive, dynamic, and linguistically responsive pedagogies has become ever more urgent. The chapters in this volume respond directly to this need, focusing specifically on how translanguaging shapes teacher education, instructional practice, and language skill development in formal learning environments. This volume is part of a complementary two-book series on translanguaging. While this book focuses on pedagogical, ideological, and critical dimensions of translanguaging in educational contexts, readers are encouraged to consult the second part, Translanguaging in Multilingual and Societal Contexts: Voices, Identities, and Policies (Ulum, 2026), for diverse global case studies and insights into translanguaging across communities, families, and multilingual societies. This is an essential resource for educators, students, researchers, policymakers, and designers engaged in multilingual education, translanguaging, curriculum development, and inclusive language practices.

Ömer Gökhan Ulum is Associate Professor in the Department of English Language Teaching at the Faculty of Education, Mersin University, Turkey. His scholarly work centres on English as a Foreign Language (EFL) instruction, with a particular emphasis on the intersections of language, ideology, and culture. He has published extensively on topics such as translanguaging, EFL teacher education, critical pedagogy, and English linguistics.