Towards critical translanguaging pedagogy – new ways of raising and answering questions from a Global South perspective

Abstract

The concept of translanguaging has disrupted the dominant discourses about bilingualism and bilingual education that are based on European and North American language ideologies. It has also enabled people to find alternative ways of thinking about and talking about bilingualism and bilingual education that make sense to them in their specific socio-political context. This is another important sense of translanguaging that the studies in this special collection aim to promote. This commentary highlights the intrinsic connections between translanguaging as a practical theory of language and Southern Theory or Southern theorisation, both of which advocate a practice-theory-practice approach and the need to attend to the socio-political particularities of the individuals and the communities that are being studied.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 20 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.