Understanding Translanguaging Through Border/Decolonial Being, Thinking, and Doing

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Criticality in Bilingual Language Policies and Practices in Schools and Society

Abstract

Taking up the theoretical underpinnings of translanguaging that García and Li Wei (2014) proposed, this paper is dedicated to furthering the conversation of how conceptualizations of translanguaging connect to the theories of borderlands, border thinking, and decoloniality and how these theoretical conceptualizations precisely point to its social justice agenda in the field of education. This paper argues that translanguaging is the restitution of subaltern knowledge and practice that arose through border thinking (Mignolo, 2000) from the borderlands (Anzaldúa, 1987). It also argue that translanguaging is a form of transformation that occurs in the borderlands, where knowledge and philosophy is created to explain the world of the minoritized borderlands inhabitants.

Author

• Koeun Park, University of Utah