Translanguaging theory posits that bi/multilingual students have unitary, dynamic repertoires of communicative features and seeks to subvert monolingual norms and language standardization that perpetuate the marginalization of bi/multilingual learners. Yet, some argue that translanguaging research in education fails to live up to its…

This article examines how teachers can navigate "difficult knowledge" embedded within digital stories, particularly those sourced from openly licensed literacy platforms. These platforms offer a rich tapestry of narratives reflecting diverse cultural contexts and experiences, but may also present challenging themes that require sensitive…

"Building Classroom Culture Through Translanguaging: Theory to Practice" is a comprehensive guide for educators who want to create inclusive and effective classrooms that celebrate the diverse linguistic and cultural backgrounds of their students. It introduces the concept of translanguaging, a pedagogy that moves beyond traditional…

This qualitative narrative inquiry explores how Black women navigate their identities at predominantly white institutions (PWIs) as entry-level student affairs professionals. Our framework is rooted in Black Feminist thought to consider how Black women are impacted by identity and supervisory relationships in the workplace. Using semi-structured…

This article introduces the pedagogy of authenticity, a transformative teaching and learning methodology designed to enhance student belonging, academic success and global cultural competencies in South African undergraduate education. By challenging monolingual norms and integrating Afrocentric philosophies and a feminist ethic of care, it…

This qualitative study explores translanguaging beliefs among translingual TESOL teacher educators in connection to broader sociolinguistic realities and ideological frameworks in Qazaqstan's multilingual context. Drawing on data from semi-structured interviews with ten faculty members of two teacher education programs, the study identifies three…

Anglophone Higher Education Institutions have embraced cultural diversity but continue to approach linguistic diversity through a deficit perspective, often treating multilingualism as an obstacle rather than a resource (Preece et al., 2018). This paper argues for the adoption of a linguistic repertoires perspective in learning development to…

This study aims to investigate how pedagogical translanguaging in language education constructs a translanguaging space to mediate and reduce extraneous cognitive load in EFL classrooms. Using a descriptive qualitative design, classroom observations and video-stimulated recall interviews were conducted with Indonesian university students. Data…

Teachers share their stories, detailing how their own ethnic identity development transformed their teaching and their ability to connect with their students. The text includes research that informs the discussion of important issues such as "code switching," "acting White," "the importance of familial and given…

A key pedagogical goal in any classroom is to engage students in learning. This study examines how an English-Medium-Instruction (EMI) teacher employs available resources to engage his students in the classroom for promoting participation, keeping the lesson moving forward and meeting the pedagogical goals. The data for this study is based on a…

Translanguaging, the dynamic use of multiple languages, offers a transformative approach to English Language Teaching (ELT) in multilingual classrooms. This study explores the impact of translanguaging on language acquisition and social-emotional learning (SEL) among multilingual learners. Seventy-five participants from rural colleges in Salem…