This chapter focuses on translanguaging in teacher language use, primarily teacher talk in the classroom, both monologic (e.g., when presenting or explaining) and dialogic (in interaction with learners). It explores the relationship between communication, exposure and understanding within a translingual mindset, identifying five key principles for teacher language use: planning for use, communicating appropriately, ensuring inclusion, prioritising understanding and responding to opportunities. It then exemplifies these through a translanguaging teacher’s rationalisation of her language use during a whole-class lesson stage in Egypt. It goes on to discuss and exemplify common types of teacher talk in a translanguaging classroom: managing, explaining, translating, questioning, responding and interpersonalising. Important translanguaging strategies during teacher talk are then investigated, including embedding, sandwiching, comparative analysis, translingual extensions and translingual scaffolding. Communication beyond the lesson is also explored, as is the relationship between principled, responsive and spontaneous translanguaging.

Drawing on second language acquisition theory, this chapter establishes why language input is so fundamental to language learning. It explores ‘teacher talk’ as one major way for learners to get maximum exposure to input and discusses the challenge for teachers and learners of teachers using the target language in the classroom. Examples from classrooms and teachers’ comments/perspectives are included. The chapter explores, with examples, how teachers may offer ‘environmental support’ to help learners deal with challenging language input. The chapter discusses the type of input that learners need for learning and the type of input that is likely to engage adolescent language learners. It suggests ways that teachers can address the difficulty of maximising access to the target language, looking at opening up opportunities beyond the language classroom. The use of the learners’ first or other languages, in the language classroom, is discussed.

Chapter 21 deals with the gap between the theory and practice of teaching reading. The author describes the practices in a reading class in two different contexts in order to revisit principles of good practice while teaching reading.