Integrating translanguaging and the symbolic power of transknowledging: postmonolingual thinking tools as acts of epistemic resistance

References

AGDE [Australian Government Department of Education]. 2022. Belonging, being and becoming: The early years learning framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.Search in Google Scholar

Agyepong, Mercy. 2019. Discourse, representation, and ‘othering’. In Rachelle Winkle-Wagner, Jamila Lee-Johnson & Ashley Gaskew (eds.), Critical theory and qualitative data analysis in education, 177–192. New York: Routledge.10.4324/9781315158860-13Search in Google Scholar

Ang, Sylvia, Jay Song & Qiuping Pan. 2024. Pandemic racism and sexism in Australia. Current Sociology 72(3). 463–481. https://doi.org/10.1177/00113921231159432.Search in Google Scholar

Apple, Michael. 2005. Doing things the ‘right’ way: Legitimating educational inequalities in conservative times. Educational Review 57(3). 271–293. https://doi.org/10.1080/00131910500149002.Search in Google Scholar

Blair, Alissa, Mari Haneda & Frances Bose. 2018. Reimagining English-medium instructional settings as sites of multilingual and multimodal meaning making. TESOL Quarterly 52(3). 516–539. https://doi.org/10.1002/tesq.449.Search in Google Scholar

Bodis, Agnes. 2021. Double deficit’ and exclusion: Mediated language ideologies and international students’ multilingualism. Multilingua 40(3). 367–391. https://doi.org/10.1515/multi-2019-0106.Search in Google Scholar

Bodis, Agnes. 2023. Gatekeeping v. marketing: English language proficiency as a university admission requirement in Australia. Higher Education Research and Development 42(7). 1578–1592. https://doi.org/10.1080/07294360.2023.2174082.Search in Google Scholar

Bourdieu, Pierre. 1979. Symbolic power. Critique of Anthropology 4(13–14). 77–85. https://doi.org/10.1177/0308275x7900401307.Search in Google Scholar

Bourdieu, Pierre. 1991. Language and symbolic power. Cambridge: Harvard University Press.Search in Google Scholar

Bourdieu, Pierre & Abdelmalek Sayad. 1964/2020. The uprooting: The crisis of traditional agriculture in Algeria. Cambridge: Polity Press.Search in Google Scholar

Bourdieu, Pierre & Loïc Wacquant. 1992. An invitation to reflexive sociology. Chicago: University of Chicago Press.Search in Google Scholar

Bourdieu, Pierre & Loïc Wacquant. 1999. On the cunning of imperialist reason. Theory, Culture and Society 16(1). 41–58. https://doi.org/10.1177/02632769922050395.Search in Google Scholar

Brooke, Mark (ed.). 2023. Integrating content and language in higher education: Developing academic literacy. Singapore: Springer.10.1007/978-981-19-4559-5Search in Google Scholar

Brosch, Cyril. 2015. On the conceptual history of the term Lingua Franca. Apples: Journal of Applied Language Studies 9(1). 71–85. https://doi.org/10.17011/apples/2015090104.Search in Google Scholar

Burbules, Nicholas. 2022. Promoting critical thinking in anti-critical thinking times. Philosophical Inquiry in Education 29(1). 5–10. https://doi.org/10.7202/1088374ar.Search in Google Scholar

Chou, Chih-p’ing & Carlos Lin (eds.). 2022. Power of freedom: Hu Shih’s political writings. Ann Arbor: University of Michigan Press.10.3998/mpub.12258711Search in Google Scholar

Conyers, Addrain & Christina Wright Fields. 2025. Paralyzing DEI: A critical analysis of anti-CRT legislation. Administrative Theory and Praxis. https://doi.org/10.1080/10841806.2025.2449783.Search in Google Scholar

Dang, Thi Kim Anh & Thao Thi Phuong Vu. 2020. English-medium instruction in the Australian higher education. Current Issues in Language Planning 21(3). 279–300. https://doi.org/10.1080/14664208.2019.1641350.Search in Google Scholar

Department of the Prime Minister and Cabinet. 2020b. PM transcripts (42691): Press conference. Australian Parliament House. https://pmtranscripts.pmc.gov.au/release/transcript-42691.Search in Google Scholar

Dobinson, Toni, Stephanie Dryden, Sender Dovchin, Qian Gong & Paul Mercieca. 2024. Translanguaging and “English only” at universities. TESOL Quarterly 58(1). 307–333. https://doi.org/10.1002/tesq.3232.Search in Google Scholar

Dong, Jie. 2009. Isn’t it enough to be a Chinese speaker’: Language ideology and migrant identity construction in a public primary school in Beijing. Language and Communication 29. 115–126. https://doi.org/10.1016/j.langcom.2009.01.002.Search in Google Scholar

Dong, Rongrong. 2022. Translanguaging in writing. Applied Linguistics Review 13(3). 417–431. https://doi.org/10.1515/applirev-2021-0022.Search in Google Scholar

Floyd, Carol. 2011. Critical thinking in a second language. Higher Education Research and Development 30(3). 289–302. https://doi.org/10.1080/07294360.2010.501076.Search in Google Scholar

Gong, Jing & Tingting Liu. 2022. Decadence and relational freedom among China’s gay migrants. China Information 36(2). 200–220. https://doi.org/10.1177/0920203x211050319.Search in Google Scholar

Graduate Research School. 2019. Higher degree research: Examination handbook 2019. Sydney: Western Sydney University.Search in Google Scholar

Handler-Spitz, Rivi, Pauline Lee & Haun Saussy. 2021. The objectionable Li Zhi: Fiction, criticism, and dissent in late Ming China. Seattle: University of Washington Press.10.1515/9780295748399Search in Google Scholar

Hawkins, Margaret & Junko Mori. 2018. Considering ‘trans’ perspectives in language theories and practices. Applied Linguistics 39(1). 1–8. https://doi.org/10.1093/applin/amx056.Search in Google Scholar

Heugh, K., Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols & Jeanne-Marie Viljoen. 2022. Multilingualism, translanguaging and transknowledging. International Association of Applied Linguistics (AILA) Review 35(1). 89–127. https://doi.org/10.1075/aila.22011.heu.Search in Google Scholar

Hosseinzadeh, Hassan, Zubair Ratan, Mahmmoud Shnaigat, Joseph Edwards, Iksheta Verma, Marzieh Niknami & Ann Dadich. 2022. Effectiveness of case scenario‐based teaching to transition international master of public health students specialising in health promotion from memorization to critical thinking. Health Promotion Journal of Australia 33(S1). 39–49. https://doi.org/10.1002/hpja.631.Search in Google Scholar

Hu, Yimei, Huanren Zhang & Peipei Yang. 2020. Resilience under weiji. Management and Organization Review 16(4). 761–768. https://doi.org/10.1017/mor.2020.49.Search in Google Scholar

Humphreys, Pamela. 2022. The need for English language development in anglophone higher education settings. Journal of English for Academic Purposes 59. 101156. https://doi.org/10.1016/j.jeap.2022.101156.Search in Google Scholar

Iyer, Aarti. 2022. Understanding advantaged groups’ opposition to diversity, equity, and inclusion (DEI) policies. Social and Personality Psychology Compass 16(5). e12666. https://doi.org/10.1111/spc3.12666.Search in Google Scholar

Jaspers, Jürgen. 2018. The transformative limits of translanguaging. Language and Communication 58. 1–10. https://doi.org/10.1016/j.langcom.2017.12.001.Search in Google Scholar

Jing, Yijia. 2021. Seeking opportunities from crisis? China’s governance responses to the COVID-19 pandemic. International Review of Administrative Sciences 87(3). 631–650. https://doi.org/10.1177/0020852320985146.Search in Google Scholar

Kerfoot, Caroline & Basirat Olayemi Bello-Nonjengele. 2023. Towards epistemic justice. Applied Linguistics 44(3). 462–484. https://doi.org/10.1093/applin/amac049.Search in Google Scholar

Klein, Sunkyung & Colin Klein. 2016. Wang Chong’s epistemology of testimony. Asia Major 29(2). 115–146.Search in Google Scholar

Lǐ, Xiǎolí. 2024. Curriculum design for crisis-ready language education: Transforming content and language integrated learning through criticality. Sydney: Western Sydney University Doctoral thesis.Search in Google Scholar

Liang, Feng & Dong-shin Shin. 2019. Uniformity or diversity: Chinese netizens’ reactions to language policy through the lenses of critical discourse analysis and systemic functional linguistics. Critical Inquiry in Language Studies 16(3). 205–224. https://doi.org/10.1080/15427587.2018.1527696.Search in Google Scholar

Lim, Leonel. 2016. Knowledge, control and critical thinking in Singapore: State ideology and the politics of pedagogic recontextualization. London: Routledge.10.4324/9781315714097Search in Google Scholar

Liu, Yixuan & Wei Wang. 2022. Discipline and resistance in the representation of motherhood: Postpartum recovery discussion on Xiaohongshu. Feminist Media Studies 23(5). 2286–2302. https://doi.org/10.1080/14680777.2022.2048047.Search in Google Scholar

Lohse, Simon & Stefano Canali. 2021. Follow ‘the’ science? On the marginal role of the social sciences in the COVID-19 pandemic. European Journal for Philosophy of Science 11(4). 99. https://doi.org/10.1007/s13194-021-00416-y.Search in Google Scholar

Luo, Wei & Zhen Sun. 2015. Are you the one? China’s TV dating shows and the Shèng Nǚ predicament. Feminist Media Studies 15(2). 239–256. https://doi.org/10.1080/14680777.2014.913648.Search in Google Scholar

Marriott, Helen. 2013. Multilingualism among university staff. International Journal of Multilingualism 10(4). 454–468. https://doi.org/10.1080/14790718.2013.832126.Search in Google Scholar

Mbirimi-Hungwe, Vimbaij & Mariyeni, Matariro-Mutanha. 2024. Translanguaging and decolonisation in South African higher education. Journal of Languages and Language Teaching 12(4). 2156–2166. https://doi.org/10.33394/jollt.v12i4.11126.Search in Google Scholar

McLeod, Alexus. 2018. The philosophical thought of Wang Chong. Cham: Springer.10.1007/978-3-319-95291-8Search in Google Scholar

Melles, Gavin. 2009. Teaching and evaluation of critical appraisal skills to postgraduate ESL engineering students. Innovations in Education and Teaching International 46(2). 161–170. https://doi.org/10.1080/14703290902843810.Search in Google Scholar

Nguyễn, Nhung. 2025. Making an original contribution to transknowledging. In Bridget Goodman & Brain Seilstad (eds.), Researching multilingually: Conceptual and methodological failures, struggles and successes, 76–95. Bristol: Multilingual Matters.10.2307/jj.22452327.8Search in Google Scholar

O’Regan, John. 2021. Global English and political economy. London: Routledge.10.4324/9781315749334Search in Google Scholar

O’Regan, John. 2022. The capitalist dialectics of international student mobility in the modern world-system. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2022.2095505.Search in Google Scholar

Qian, Zhong & Ngai Pun. 2025. Mirror China: Chinese nationalism, American populism and their ideological transference. Inter-Asia Cultural Studies 26. 439–455. https://doi.org/10.1080/14649373.2025.2458398.Search in Google Scholar

Share, David. 2021. Is the science of reading just the science of reading English? Reading Research Quarterly 56(S1). S391–S402. https://doi.org/10.1002/rrq.401.Search in Google Scholar

Singh, Michael. 2019. Learning to theorise from Bourdieu. In Guanglun Mu, Karen Dooley & Allan Luke (eds.), Bourdieu and Chinese education: Inequality, competition, and change, 214–238. New York: Routledge.10.4324/9781315104331-11Search in Google Scholar

Singh, Michael & Siyi Lu. 2020. Postmonolingual critical thinking: Internationalising higher education through students’ languages and knowledge. London: Routledge.10.4324/9780367810405Search in Google Scholar

Singh, Michael & Xiǎolí Lǐ. 2024a. Bourdieu and Sayad’s multilingual disposition and practical research skills. In Garth Stahl, Guanglun Mu, Pere Ayling & Elliot Weininger (eds.), The bloomsbury handbook of Bourdieu and educational research, 60–73. London: Bloomsbury.Search in Google Scholar

Singh, Michael & Xiǎolí Lǐ. 2024b. Postmonolingual curriculum theorising, crisis communications, and language(s) education. In Guanglun Mu & Karen Dooley (eds.), Recontextualising and recontesting Bourdieu in chinese education, 159–182. London: Routledge.10.4324/9781003327301-13Search in Google Scholar

Singh, Michael & Xiǎolí Lǐ. 2025. Bourdieu and Sayad’s contributions to researching multilingually. In B. Goodman & B. Seilstad (eds.), Researching multilingually: Conceptual and methodological failures, struggles and successes, 31–54. Bristol: Multilingual Matters.10.2307/jj.22452327.6Search in Google Scholar

Singh, Michael, Xiǎolí Lǐ, Michiko Weinmann, Rod Neilsen & Janice McGregor. 2025. Postmonolingual research-informed education policy practices. In Dominic Wyse, Vivienne Baumfield, Nicole Mockler & Martin Reardon (eds.), The BERA–Sage handbook of research-informed education practice and policy. London: Sage, Chapter 8.Search in Google Scholar

Sohn, Bong-gi. 2023. CLIL: Critical perspectives. In Dario Luis Banegas & Sandra Zappa-Hollman (eds.), The Routledge handbook of content and language integrated learning, 507–520. London: Routledge.10.4324/9781003173151-41Search in Google Scholar

Stevens, Bronwyn. 2021. Introduction to Australia, China, USA. Social Alternatives 40(1). 3–8.Search in Google Scholar

Turner, Marianne & Angel Lin. 2024. Translanguaging: Process and power in education. Linguistics and Education 83. 101340. https://doi.org/10.1016/j.linged.2024.101340.Search in Google Scholar

UNICEF. 2023. Prospects for children in the polycrisis: A 2023 global outlook. United Nations International Children’s Emergency Fund.Search in Google Scholar

United Nations. 2020a. Shared responsibility, global solidarity: Responding to the socio-economic impacts of COVID-19. https://sdgs.un.org/publications/publication-shared-responsibility-global-solidarityresponding-socio-economic-impacts.Search in Google Scholar

United Nations. 2020b. United nations comprehensive response to COVID-19: Saving lives, protecting societies, recovering better. https://www.un.org/pga/75/wp-content/uploads/sites/100/2020/10/un_comprehensive_response_to_covid.pdf.Search in Google Scholar

Wacquant, Loïc. 1989. Towards a reflexive sociology. Sociological Theory 7(1). 26–63. https://doi.org/10.2307/202061.Search in Google Scholar

Wasan, Ajay. 2021. Wei-Ji: Every crisis is an opportunity. Pain Medicine 22(4). 774–775. https://doi.org/10.1093/pm/pnab080.Search in Google Scholar

Waters, Joanna & Maggi Leung. 2017. Trans-knowledge? Geography, mobility, and knowledge in transnational education. In Heike Jöns, Peter Meusburger & Michael Heffernan (eds.), Mobilities of knowledge, 269–285. Singapore: Springer.10.1007/978-3-319-44654-7_14Search in Google Scholar

World Health Organization. 2020. COVID-19 strategy update. https://www.who.int/docs/default-source/coronaviruse/covid-strategy-update-14april2020.pdf.Search in Google Scholar

Xiàng, Biao. 2016. Theory as vision. Anthropological Theory 16(2–3). 213–220. https://doi.org/10.1177/1463499616660238.Search in Google Scholar

Xiàng, Biao. 2021. Suspension: Seeking agency for change in the hypermobile world. Pacific Affairs 94(2). 233–250. https://doi.org/10.5509/2021942233.Search in Google Scholar

Xiang, Biao & Qi Wu. 2023. Self as method: Thinking through China and the world. London: Palgrave Macmillan.10.1007/978-981-19-4953-1Search in Google Scholar

Xu, Lingling. 2022. Portraying the ‘Chinese international students’. Asia Pacific Education Review 23(1). 151–167. https://doi.org/10.1007/s12564-021-09731-8.Search in Google Scholar

Zheng, Zhe & Andrew Drybrough. 2023. Translanguaging in the academic writing process. Journal of English for Academic Purposes 65. 101269. https://doi.org/10.1016/j.jeap.2023.101269.Search in Google Scholar

Zhong, Ai. 2019. The top 100 Chinese loanwords in English today. English Today 35(3). 8–15. https://doi.org/10.1017/s026607841800038x.Search in Google Scholar

Zhou, Xiaozhou & Steve Mann. 2021. Translanguaging in a Chinese university CLIL classroom. Studies in Second Language Learning and Teaching 11(2). 265–289. https://doi.org/10.14746/ssllt.2021.11.2.5.Search in Google Scholar