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Making Sense of Translanguaging Scholarship Within a Predominantly Monolingual Anglophone Society: A Reflexive Multilingual Stance
Abstract
There is an increasing uptake on translanguaging scholarship in academic discourse especially around content, language, and literacy education and research. The furtherance of culturally sustaining pedagogies and critical theories over the years provided spaces to question assumptions and negotiate meanings around being and becoming bi/multilingual. Consequently, this paved the way for important conversations and views around the separation, overlap, or complete amalgamation of the so-called ‘named languages' that a bi/multilingual individual has at their disposal. While there appears to be a general consensus around the existence of translanguaging in the daily social interactions and activities of bi/multilinguals, challenges still remain around its application in the context of content, language, and literacy teaching and learning, especially within Anglophone nations. This chapter attempts to explore the development of translanguaging scholarship over the years and to interrogate the relevance and materiality of these multiple viewpoints around different language teaching and learning contexts within predominantly monolingual English-speaking societies. Ultimately, the authors offer their individual reflexive stance around the issues and trends surrounding translanguaging scholarship and provide practical ways for teachers to incorporate translanguaging in their pedagogical practices.
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