Unpacking Identities and Envisioning TESOL Practices Through Translanguaging

This is a collective self-study of seven TESOL practitioners (students, teachers, teacher educators, and researchers) with a common interest in translanguaging as a pedagogy. In this study we explore how we have adopted and adapted the framework of translanguaging to (1) create an inclusive inquiry community, (2) examine our own identity constructions as well as language and teaching/learning practices, and (3) disrupt pervasive monolingual ideology and challenge power dynamics for ourselves and society more broadly.