Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area

Abstract The present paper discusses how insights from translanguaging theory and pedagogy can help inform promote genre for teaching business communication courses such as writing translation. To this end, the first part traces reviews developments of in tandem with pedagogy, thus teasing out their similarities differences historical roots, core premises, theoretical frameworks, research methodologies. In light these integrated accounts, second proposes a genre-based pedagogical framework augmented key tenets general principles to design implement task activities classroom practice Greater Bay Area (GBA). then outlines perceivable advantages potential challenges application translanguaging-informed approach curriculum professional training superdiverse megapolis regions GBA.