Translanguaging, Coloniality and Decolonial Cracks

Robyn Tyler

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Multilingual Education and Policy Second Language Learning and Teaching Decolonial Thought and Epistemologies

Abstract

In this ethnography of bilingual science learning, the author connects microanalyses of classroom discourse to broader themes of de/coloniality in education. The author examines the linguistic landscape of the school and the attitudes of staff and students which produce both coloniality and cracks in the edifice of coloniality.

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