Envisioning TESOL through a Translanguaging Lens: Global Perspectives: 45 (Educational Linguistics, 45)

To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers’ and learners’ full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.                           Review “The diversity in the scholars’ perspectives on translanguaging is one of the great virtues of this volume. … Each chapter’s implications are inspiring, timely, and thirstquenching contributions to the development of translanguaging scholarship, which has been fervently calling for empirical research of and pedagogical approaches to translanguaging. Teacher educators, researchers, graduate students, professionals, and practitioners interested in learning about translanguaging and its promise and challenges in TESOL education would appreciate the insights this book can provide.” (Woongsik Choi, Journal of Language, Identity & Education, September 8, 2021) “This volume is the first of its kind to apply a translanguaging lens to TESOL. … To be fair, this informative and insightful book connects translanguaging ideologies and pedagogies with TESOL, the arguments are sound and the findings are of high reference value. It is a timely addition and a valuable contribution to the growing literature on translanguaging, ‘as a theoretical framework for informing TESOL, an orientation for teacher education, and a pedagogical tool in the classroom’ … .” (Xin Li, International Journal of Multilingualism, July 1, 2021) “The diversity of studies, contexts, participants, and methods allows for a fuller understanding for researchers and educators of how a translanguaging lens fits into TESOL research, educator programs, and the classroom. … Although the contributors all faced complex challenges surrounding translanguaging, they all remain committed to its potential to critically address English hegemony, learner agency, and a more inclusive and theoretically sound TESOL.” (Kimberly S. Hansen, tesol Quarterly, Vol. 55 (2), June, 2021) “I would highly recommend it to teachers and teacher educators who are developing their understanding of translanguaging in the field of TESOL.” (Skye Playsted, English Australia Journal, Vol. 37 (1), 2021) Review “This is a welcome addition to the growing literature on translanguaging as a new lens on a variety of topics in language education with a distinctive focus on TESOL. The global perspective is a real strength of the volume. It will, as the editors promise, transform TESOL education.” (Li Wei, UCL Institute of Education, University College London, UK) From the Back Cover To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers’ and learners’ full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and res