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.
