Translanguaging in Higher Education

This book examines translanguaging in higher education and provides clear examples of what translanguaging looks like in practice in particular contexts around the world. Chapters show how the use of translanguaging practices allows students and professors to build on their linguistic repertoires to more effectively learn content.

Catherine M. Mazak is Professor in the Department of English at the University of Puerto Rico at Mayagüez. Her research interests include translanguaging, bilingual education and multilingual higher education.

Kevin S. Carroll is Associate Professor in the Department of Graduate Studies in the College of Education at the University of Puerto Rico at Río Piedras. His research interests include language planning and policy, translanguaging and language maintenance.

Catherine M. Mazak is Professor in the Department of English at the University of Puerto Rico at Mayagüez. Her research interests include translanguaging, bilingual education and multilingual higher education.

Kevin S. Carroll is Associate Professor in the Department of Graduate Studies in the College of Education at the University of Puerto Rico at Río Piedras. His research interests include language planning and policy, translanguaging and language maintenance.

Mazak and Carroll have put together an outstanding collection of critical studies challenging the monolingual ideologies in higher education from a truly global perspective. It is both empirically rich and analytically sharp. It furthers the translanguaging research agenda significantly.

Two factors make this book ground-breaking and transformational. Firstly, it changes the conversations that we have been having about multilingualism in higher education, providing us with a translanguaging lens. Secondly, it extends our understandings of translanguaging itself. The book presents both the potential of translanguaging, especially in higher education, as well as the tensions and conflicts with which it is sometimes received.

This well constructed collection of studies sheds valuable light on an under-researched area by investigating translanguaging in higher education contexts. Combining advocacy and exploration, it provides both a critique of the prevailing monolingual habitus of universities and important insights into what adopting translanguaging can achieve in higher education.