基于CiteSpace的课堂情境下的超语实践研究综述

A Review of Translanguaging Research in the Context of Classroom Based on CiteSpace

摘要: “超语”作为语言教育的新兴理念，虽已引起学界广泛关注，课堂情境下的超语研究仍值得深入研究。本研究旨在系统梳理课堂情境下的“超语”研究与热点演变，通过PRISMA流程在Scopus、Web of Science、Education Database、EBSCOhost与Taylor & Francis Education collection等数据库检索2011~2025年相关文献，共纳入342篇英文权威期刊论文。本研究借助CiteSpace 6.2. R4对相关文献进行可视化分析，梳理相关研究发展脉络、共被引文献及关键词，剖析研究热点。研究结果表明，课堂情境下的超语研究自2019年起进入加速发展期，近十几年来发文量稳步上升，未来将持续发展；研究热点聚焦于教学方法、教育环境、学生视角以及教学策略等。本文还讨论了这些发现对未来研究方向和教学实践的启示意义。

Abstract: Translanguaging, as an emergent pedagogical and sociolinguistic paradigm in language education, has earned substantial scholarly attention; nevertheless, research on translanguaging in the context of classroom warrants further, systematic investigation to capture its conceptual evolution and practical implications. This study aims to synthesize and map the development and shifting hotspots of classroom-based translanguaging research through a comprehensive, evidence-oriented review. Guided by the PRISMA protocol to ensure methodological transparency and replicability, we conducted structured searches across Scopus, Web of Science, Education Database, EBSCOhost, and the Taylor & Francis Education collection, retrieving records published between 2011 and 2025. After screening and eligibility checks, a total of 342 articles from authoritative English-language journals were included. Employing CiteSpace 6.2. R4, we performed a suite of bibliometric visualizations, including co-citation analysis to delineate the intellectual base and key scholarly lineages, and keyword co-occurrence and clustering to identify thematic foci and emergent fronts. These procedures enabled us to trace research trajectories, reveal influential works, and diagnose the field’s structural characteristics. The findings indicate that translanguaging research in classroom settings has entered a phase of accelerated growth since 2019, with publication output demonstrating a steady upward trend over the past decade and a half and showing no signs of deceleration. Thematic hotspots, as revealed by keyword clustering and network measures, coalesce around four interrelated domains: pedagogical approaches (e.g., design of translanguaging tasks, scaffolding strategies, and integration with EMI/CLIL), educational environments (including institutional policies, classroom ecologies, and resource configurations that support multilingual practices), student-centered perspectives (identity negotiation, agency, affect, and learner participation), and context-sensitive instructional strategies (interactional repertoires, discourse management, and multimodal communication suited to multilingual classrooms). The mapped networks exhibit relatively clear modular structures with satisfactory within-cluster coherence, suggesting robust thematic differentiation alongside meaningful interconnections between subfields. Building on these patterns, the study discusses implications for both future research and pedagogical practice.