(Trans)bordering as Pedagogy in World Language Education

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Translanguaging Myths in World Language Education: What’s the Real Story and the Future?

Abstract

1. Objective

The debate over using the target language in world language education (WLE) continues. From a cognitive perspective, scholars argue that exclusive target language use encourages linguistic immersion and proficiency (e.g., Turnbull & Armett, 2002). However, from a social justice perspective, many contend that a target-language-only policy marginalizes students’ multilingual resources and reinforces monolingual ideologies (e.g., Lado & Del Valle, 2022). Although recent research on translanguaging pedagogy has shown many social and emotional benefits in various educational settings (e.g., Elsherbiny, 2025), its implications for novice-level WLE in the U.S. remain underexplored, especially through a cognitive lens. In this conceptual paper, we introduce the idea of (trans)bordering—a semiotic process where individuals create, negotiate, and transcend boundaries that define acceptable practices, identities, and communication modes—in WLE, aiming to connect social and cognitive perspectives.

2. Perspectives and Modes of Inquiry

This paper draws upon theory in cognitive linguistics, sociolinguistics, and border pedagogy to develop (trans)bordering as a critical pedagogical practice. We start by reviewing the historical development of translanguaging, acknowledging its theoretical innovations while highlighting its pedagogical limitations, particularly the disconnect between translanguaging theory and pedagogy. We also discuss the current debate surrounding translanguaging scholarship. We then shift the focus to (trans)bordering, illustrating its significance in the context of WLE. (Trans)bordering is a two-step process. The first step, bordering, involves identifying the boundaries, conventions, and norms of practice that are socially and historically constructed and open to negotiation. The second step, transbordering, involves moving beyond those traditionally established conventions and norms to create space for underrepresented ways of knowing and being. We begin with the border, emphasizing the ideological and political importance of the conventions and norms within speech communities (Leung & Valdés, 2019). We argue that WL educators must explicitly reveal the border to students. Then, we examine bordering, illustrating that the border is constantly negotiated and reshaped (Canagarajah, 2011; 2024). Educators should identify deviations from conventions to facilitate negotiations. Finally, we turn to transbordering, asserting that educators must actively allow deviations to transcend and reshape borders. We specifically address how (trans)bordering is positioned with cognitive theories such as interlanguage (Selinker, 1972) as novice-level speakers develop language proficiency in the WL classroom.

3. Conclusions and Significance

This paper expands current theorizations of translanguaging in WLE (e.g., Elsherbiny, 2025; Seltzer & Wassell, 2022) by positioning (trans)bordering as a critical, liberatory pedagogy that addresses many of the limitations encountered when applying translanguaging and related concepts to novice-level WLE contexts. By theorizing (trans)bordering as both a pedagogical stance and instructional strategy, this paper contributes to translanguaging scholarship and responds to the call for clearer application in WLE. It also addresses the persistent gap between translanguaging theory and pedagogy. Furthermore, we consider practical implications of how these conclusions might be applied and enacted in classroom settings (e.g., lesson plans and activities). Ultimately, we advocate for WLE classrooms that do not simply reproduce monolingual ideologies but empower students to navigate and reshape linguistic borders, supporting both cognitive development and equity-oriented learning.

Authors

• Gengqi Xiao, University of Wisconsin-Madison

• L.J. Randolph, University of Wisconsin - Madison