Description:
<jats:title>Abstract</jats:title>
<jats:p>Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ <jats:italic>literacy</jats:italic> skills and to foster successful second language learning. In this paper, we argue that <jats:italic>pedagogical translanguaging</jats:italic> can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some <jats:italic>spontaneous translanguaging</jats:italic> takes place, <jats:italic>pedagogical translanguaging</jats:italic> is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.</jats:p>