Using data from universities in Asia, Central and North America, Europe and the Maghreb, this book provides examples of the heuristic value of translanguaging and epistemological decentring, and argues that decentring cannot happen until learners are able to identify which sorts of centring dynamics and conditions are salient to their learning.

Using data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.

Contributors

Chapter 1. Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen and Karen Risager: Introduction: The Nexus of Translanguaging and Epistemological Decentring in Higher Education and Research

Chapter 2. Heidi Bojsen: Translanguaging, Epistemological Decentring and Power: A Study of Students’ Perspectives and Learning

Chapter 3. Marta Kirilova, Anne Holmen and Sanne Larsen: More Languages for More Students: Practice, Ideology and Management

Chapter 4. Deborah Charlotte Darling and Fred Dervin: Glimpses Into the ‘Language Galaxy’ of International Universities: International Students’ Multilingual and Translanguaging Experiences and Strategies at a Top Finnish University

Chapter 5. Petra Daryai-Hansen, Danièle Moore, Daniel Roy Pearce and Mayo Oyama: Fostering Students' Decentring and Multiperspectivity: A Cross-Discussion on Translanguaging as a Plurilingual Tool in Higher Education

Chapter 6. Rutie Adler, Annamaria Bellezza, Claire Kramsch, Chika Shibahara and Lihua Zhang: Teaching the Conflicts in American Foreign Language Education

Chapter 7. Heidi Bojsen, Joshua Sabih and Khalid Zekri: On Matrouzity: Translanguaging and Decentring Plurilingual Practices in Morocco

Chapter 8. Louise Tranekjær: Foreign Language Learning ‘in the Wild’ and Epistemological Decentering

Chapter 9. Karen Risager: Strategies of Decentring in Translingual Research: Reflections on a Research Project

Chapter 10. Introduced by Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen and Karen Risager: Student Testimonies: Translanguaging and Epistemological Decentring from a Student Perspective

Chapter 11. Abstracts of Chapters 2-9. A Courtesy for Selective Readers

Index