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Translanguaging as a Pedagogy of Enacting Social Justice in a Multilingual Setting
Abstract
In this chapter, the author discusses how translanguaging pedagogy serves as a socially just pedagogy to teach English as a compulsory subject and to implement English as a medium of instruction (EMI) in Nepal, like other multilingual countries. To substantiate this argument, drawing ideas from several seminal theoretical works and reviewing some empirical studies on translanguaging, the author first presents his own experience of learning and teaching English in his home country, Nepal. Then, presenting a brief sociolinguistic milieu and some relevant educational studies of Nepal, the author discusses translanguaging and social justice, incorporating ideas from recent disciplinary literature. Lastly, he argues translanguaging pedagogy as a socially just pedagogy, for it maintains the linguistic identities of students, enhances students' participation in the classroom, makes sense of content, and fosters students' literacy.
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