Best Practices for a Translingual Pedagogy: An Undergraduate Perspective

Abstract

This article traces the last nine years of translingual scholarship to highlight the need for more pedagogical experimentation. Despite translingual theory’s high profile in the field, scholars like Ligia Mihut have brought attention to the fact that little has been done to bring translingual theory into classrooms. After reviewing how other scholars in the field have implemented translingual tenets, the author explores how instructors can continue advocating for underrepresented students within current university curricula. Through three well-established pedagogical approaches, the author suggests, instructors can adopt translingual practices that support students’ linguistic agency and challenge monolingual ideologies. Ultimately, this work hopes to advance meaningful conversations among scholars and teachers developing best practices in translingual FYC pedagogy.