Translanguaging has been put forth as an asset-based perspective to language education that recognizes the diverse communicative repertoires of plurilingual students. In this thematic review, we highlight the potential of translanguaging as a pedagogical approach in fostering educational equity and generating critical dialogue among various stakeholders. We draw attention to recent theorization of translanguaging within a broader decolonial agenda, and we highlight challenges faced implementing translanguaging pedagogies in different contexts. Finally, we underscore the role of teacher educators in helping teachers develop a critical translingual stance focused on interrogating dominant ideologies about language and education.

In this chapter, we introduce the principles and practices underlying qualitative methodologies (e.g., ethnography, case studies, action research) and qualitative methods (e.g., field observations, interviews) that are compatible with socioculturally-oriented SLA theories (e.g., language socialization, identity theory, Vygotskian sociocultural theory). We highlight the exploratory and interpretive nature of qualitative research in that it intends to explain phenomena through the experiences and perspectives of learners and teachers by providing rich descriptions of the learning and teaching contexts in which these learners and teachers are socially situated. Working on the premise that SLA theories need to be aligned with methodologies and research paradigms, we also explain and detail how these theories have been applied to better understand and conduct classroom-based research involving language learners and teachers. Further, we break down qualitative methodology into steps, outlining common methods and instruments used for collecting data, and highlighting ethical and procedural considerations associated with this research approach.

This study explores how teachers’ well-being is shaped by their ability to participate in cultures of care through their teaching practices and within their respective institutions. With a focus on teacher agency at play in their interactions with students, colleagues, and their institutions, this study contributes to a growing body of research examining language teacher well-being from an ecological perspective. Analysis of interviews and other artefacts illustrates how teacher agency in enacting and participating in cultures of care was both supported and constrained. Findings illustrate the potential for institutional cultures of care to promote or jeopardise teacher well-being based on whether teacher agency is supported or constrained in enacting teaching practices in line with teachers’ values. This study adds to an ecological understanding of teacher well-being by highlighting how well-being is shaped by individual teachers’ practices as well as affordances and constraints within teachers’ institutional contexts.

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