Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization

Abstract

The Challenge Translanguaging, as a sociolinguistic practice, has been curricularized as a pedagogical tool for bilingual teachers. Despite its essential principle regarding the fluidity and dynamic nature of language use, translanguaging is inadvertently used by bilingual teachers as a proxy for translation and racialization rather than cultivating culturally and linguistically sustaining practices.

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