Translanguaging and Epistemological Decentring in Higher Education and Research

This book explores the heuristic value of translanguaging and epistemological decentring in multilingual settings, but these practices are often relegated to the margins due to organizational structures and language norms. The authors draw on research on pluri- and multilingualism to provide evidence that decentring cannot happen until learners have the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.

Format: Hardback
Length: 288 pages
Publication date: 13 January 2023
Publisher: Multilingual Matters

This book explores the heuristic value of translanguaging and epistemological decentring in multilingual settings in universities and adjacent learning contexts across East Asia, North Africa, Central and North America, and Europe. Despite extensive theoretical and empirical work, as well as growing calls for the inclusion of other languages, epistemologies, and constructions of culture in higher education, decentring and translanguaging practices often remain marginalized or suppressed in research and education due to the organizational structures of educational institutions and prevailing language norms, policies, and ideologies.

To address this issue, the authors draw on research on plurilingualism within education studies and post- and decolonial theoretical contributions to the study of language in education and knowledge production. They provide evidence that decentring cannot occur until learners are equipped with the tools to identify which sorts of centring dynamics and conditions are relevant to their learning and (trans)languaging.

The book begins by examining the theoretical frameworks and conceptualizations of translanguaging and epistemological decentring. It then showcases examples from various multilingual settings, including universities, community centers, and language schools, to illustrate the practical applications of these approaches. The authors argue that translanguaging and epistemological decentring offer valuable insights into the ways in which language can be used to promote equity, diversity, and inclusion in education.

Furthermore, the book highlights the challenges and barriers that learners face in multilingual settings, such as language anxiety, cultural differences, and power dynamics. It provides strategies and resources for educators to support learners in developing their linguistic and epistemological competence, promoting inclusive and equitable learning environments.

In conclusion, this book offers a comprehensive and insightful exploration of the heuristic value of translanguaging and epistemological decentring in multilingual settings. It provides valuable insights into the ways in which language can be used to promote equity, diversity, and inclusion in education, and offers practical strategies and resources for educators to support learners in developing their linguistic and epistemological competence.

Weight: 576g
Dimension: 240 x 162 x 23 (mm)
ISBN-13: 9781800410893