This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.

This article reviews recent scholarship in language, identity, and education. It critically reflects on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication. The authors focus in particular on recent scholarship on "translanguaging," examining research that has viewed identities as socially constructed in interaction and considering the relationship between language and identities in contexts where communication is mobile and complex. This article offers a critical summary of the implications of these developments for education in the 21st century. In order to illustrate these theoretical points, the authors present an empirical example of the performance of language and identity in education from their recent research.

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Ethnography has typically been seen as a singular research journey in which the lone researcher engages in the study of a community. However, increasingly within the social sciences, ethnographic research takes place in teams. This article explores the processes of using fieldnotes to develop team ethnography in a study of Gujarati complementary schools in a diverse English city. Complementary schools are also known as supplementary, heritage and community language schools. They are voluntary, usually run by local communities, and outside the state education sector. The article looks at how fieldnotes are used by researchers to constitute a team, contest interpretations and produce nuanced accounts of complementary schools. For the purpose of this article, a set of fieldnotes has been selected and presented as a case study to illustrate the role fieldnotes played in the team. The article explores their iterative use by the four-member team to settle upon particular research themes. We consider the role fieldnotes played in the team's reaching contested but shared accounts of social and linguistic action in one particular complementary school.

This article reports communicative interactions with a focus on the body as a dimension of the semiotic repertoire. The research context is a four-year, multi-site linguistic ethnography which investigates how people communicate in superdiverse cities in the UK. In the setting of a butcher's stall in a city market we consider three interactions at a particular market stall between butchers and their customers. In the first, gesture is deployed as a resource by both an English butcher's assistant and his customer. In the second, we examine the body as a resource in the semiotic repertoire of a Chinese butcher as he negotiates a faux haggling interaction with East European customers. In the third example, also recorded as field notes, a Chinese woman employs a 'Chinese' gesture to represent the number of pieces of offal she wishes to purchase from an English butcher's assistant. Each of the examples was recorded during an extended period of ethnographic field work in Birmingham Bull Ring market. Through detailed analysis of these interactions we argue that when people's biographical and linguistic histories barely overlap, they translanguage through the deployment of wide-ranging semiotic repertoires.

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