Despite solid work on the structural, sociolinguistic and political legitimacy of the Englishes of the world, the fact remains that some Englishes are more privileged than others. Thus, the circulation of different Englishes in the classroom demands a call to dismantle the symbolic and material infrastructures of unequal Englishes. This paper explores the complex dynamics of fostering translingual dispositions against unequal Englishes in English language classrooms. It argues that dispositions which embrace the plurality of English must also include the imperative to act on and work against ideologies and practices which unequally value and stratify different Englishes in the classroom. Fostering translingual dispositions does not always result in unmasking or overturning ideologies, practices and structures of unequal Englishes, but it surfaces conflicted conditions and ideologies which may progressively lead to addressing linguistic inequalities in the classroom, making learning of English more just and compensatory.
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