Translanguaging and Content and Language Integrated Learning in Online Education: Rethinking Multilingual Pedagogy

Authors

  • Alexandros Gazis

    Department of Electrical and Computer Engineering, School of Engineering, Democritus University of Thrace, 67100 Xanthi, Greece
  • Τheodoros Vavouras

    School of Italian Language and Literature, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece

    School of Humanities, Hellenic Open University, 26335 Patra, Greece

DOI:

https://doi.org/10.30564/jler.v6i1.12736
Received: 20 April 2023 | Revised: 7 June 2023 | Accepted: 14 June 2023| Published Online: 21 June 2023

Abstract

This paper explores the interrelation between multilingualism, translanguaging, and Content and Language Integrated Learning (CLIL)/Integrating Content and Language in Higher Education (ICLHE) within the context of distance and digital learning environments. Drawing on a literature review (2019–2023) and an analysis of international implementations, the study highlights the pedagogical, technological, and social dimensions of CLIL/ICLHE in the era of digital multimodality. Specifically, it emphasizes translanguaging practices as mechanisms for cognitive scaffolding, the reinforcement of student identity, and the promotion of participatory and inclusive learning. This paper demonstrates that the effectiveness of distance CLIL programs depends on the clear alignment between linguistic and cognitive objectives, the continuous professional development of educators, the effective use of multimodal digital tools, and the assurance of digital equity and equal access. Furthermore, it underscores the emerging role of artificial intelligence as a means of providing feedback and supporting adaptive learning, with particular attention to ethical implementation and the cultivation of AI literacy. The findings lead to the formulation of a comprehensive framework based on 5 core research questions for the sustainable integration of CLIL/ICLHE into digital learning ecosystems, where multilingualism and multimodality serve as key drivers of creativity and social inclusion. As such, our study concludes that the future of education is unavoidably multilingual, multimodal, and interconnected, demanding innovative pedagogical models that reflect the complex realities of the contemporary knowledge society.

Keywords:

CLIL; ICLHE; Translanguaging; Multilingualism; Multimodality; Distance Learning; Digital Learning; Artificial Intelligence

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How to Cite

Gazis, A., & Vavouras Τ. (2025). Translanguaging and Content and Language Integrated Learning in Online Education: Rethinking Multilingual Pedagogy. Journal of Linguistics and Education Research, 6(1), 38–61. https://doi.org/10.30564/jler.v6i1.12736

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Vol. 6 , Iss. 1 (June 2023)

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Copyright © 2025 Alexandros Gazis, Τheodoros Vavouras

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.