This academic article from the City University of New York written by Sarah Vogel and Ofelia Garcia presents the evolution of the debate associated with translanguaging within language education and academia.  The authors explain the historical colonial perspective that privileged monolingual dominant language speakers and maintained linguistic hierarchies.  They then describe the theoretical evolution which demonstrated the value of leveraging the learners' prior linguistic learning (from their L1)  to scaffold and enhance their engagement and comprehension of complex content in the target language.  The authors do not shy away from addressing the perceived extra demand upon teachers that is required to use translanguaging in the classroom.