Overview

The growing superdiversity around the world now appears to be the norm. In traditional English-speaking inner circle nations, it is becoming increasingly rare to find classrooms with students who come from monocultural and monolingual backgrounds. However, teaching practices remain based on Anglocentric standards and perspectives even when most of the English speakers in the world are no longer just the monolingual speakers of the language. Research in bilingualism and multilingualism reverberate the potential of translanguaging as a pedagogical practice. This is to leverage all the linguistic, cultural, and semiotic resources of learners so that they can actively engage in the language, literacy, and content area learning processes in the classroom. However, even though it has gained ground in theory and research, it has not been upheld in instructional practice, especially in the Anglophone nations. While some regions view translanguaging as a pathway to educational justice, others face barriers such as limited resources, administrative constraints, or lack of teacher training. Despite its promise, concerns remain around the selective use of languages and the risk of reinforcing existing linguistic hierarchies. Global Perspective on Issues and Trends in Educational Translanguaging explores translanguaging pedagogies from both monolingual English-speaking contexts and multilingual and multicultural contexts. It examines a monolingual-multilingual pairing of theoretical, research, and practical perspectives from around the world, assessing how translanguaging pedagogies are practiced and researched worldwide. This book covers topics such as indigenous studies, migrant learners, and pedagogy, and is a useful resource for educators, language experts, academicians, researchers, and scientists.

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Jude Cañero Bautista , PhD is Senior Lecturer in the University of Canterbury, Child Well-being Research Institute in New Zealand. He holds a Doctor of Philosophy in Reading Education from the Philippine Normal University -- the Philippines' National Center for Teacher Education. He is trained and licensed professional teacher recognized both in the Philippines and in New Zealand. Prior to his academic career in New Zealand, he had worked extensively in teacher education and research in the Philippines, particularly in the areas of second language and literacy studies, multimodal literacy and visual social semiotics, and community literacy, among many others. He led the establishment of the Philippines' national policy on exemplary community-based literacy programs and engagement as the Principal Investigator of research projects funded by the Literacy Coordinating Council. His current academic work centers around the language and literacy acquisition of linguistically and culturally diverse students in New Zealand. He is also currently pursuing his second PhD degree in the area of Indigenous studies and development. Jean Kim , PhD is a Sociolinguist and Language educator in the Faculty of Education at the University of Canterbury. She has worked for many years as a language educator and researcher in various countries. Through her years of teaching experience in diverse contexts, she has researched the second/foreign/additional language acquisition, learning and teaching English as a second/foreign/additional language, and the transmission and maintenance of heritage/community/minority languages in multilingual contexts. Her current research focuses on heritage language transmission in interlingual families, multilingual instruction in classroom environments, and the role of technology in enhancing language proficiency in multilingual contexts.

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