“…Likewise, translanguaging in literacy included translating and clarifying texts (Hélot, 2011;Vaish & Subhan, 2015); codemeshing in composition to establish an author's voice or to convey complex ideas academically or in online social network forums (Canagarajah, 2011a(Canagarajah, , 2011bCenoz & Gorter, 2011;Makalela, 2014); and consulting texts (both printed and online) in multiple languages during research (Martin-Beltrán, 2014;Mazak & HerbasDonoso, 2014;Sayer, 2013). In addition, multimodal texts featured in this category, including music videos (García & Leiva, 2014), and compositions that included images and symbols (Canagarajah, 2011a(Canagarajah, , 2011bVelasco & García, 2014), to aid in conveying meaning and constructing authorial identity. Importantly, the practices described in many of these works resulted from deliberate planning by teachers and researchers who incorporated translanguaging supports for discussions about text, encouraged students to deploy translanguaging in planning writing or oral presentations, and allowed translanguaging in assessment (for specific examples of translanguaging in assessment, see Shohamy, 2011).…”