Promoting educational equity: The implementation of translanguaging pedagogy in English language education

Although the ideology of monolingualism prevails in traditional English language classroom teaching, it is gradually failing to meet the current dynamic landscape of socio-linguistic and socio-cultural diversity. Translanguaging has created more spaces for students to use their varied linguistic and multimodal repertoires to express themselves and enhance learning in actual classroom practices. This paper aims to explore students’ perceptions and practices of translanguaging at a university located in southeast China. Data were collected via semi-structured interviews and reflective journals. The study employed qualitative content analysis to investigate the ways in which the establishment of a translanguaging space might facilitate students’ access to linguistic and epistemic equity. The paper ends with suggestions and implications regarding the importance of raising students’ awareness of translanguaging as a means to embrace all languages, meaning-making resources, and previous knowledge for equitable English language education.