TRANSlanguaging: a decolonial perspective for language teaching

Abstract

The translingual orientation represents an important paradigm shift for language studies and language education nowadays. In this field, stands out the collapse of monolithic, monolingual and structuralist ideas regarding the world, the subject and the language-culture. In this sense, this paper aimed to present the fundamental principles of translanguaging, the meaning-making according to the translanguaging perspective and the implications of translanguaging experiences in teaching and learning languages through a decolonial perspective. Finally, I present some considerations about how translanguaging practices point to the development of a linguistic reality that, in addition to the flexibility of linguistic and semiotic resources to give senses and meanings to the world, questions power relations and the subalternization of knowledge, thus promoting social justice through language education.