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In this paper we will focus on data from bi/multilingual educators and discuss aspects of translanguaging as a Culturally Sustaining Pedagogy (Paris and Alim, Culturally Sustaining Pedagogies. Teaching and Learning for Justice in a Changing World, Teachers College Press, New York, 2017). The data from the bi/multilingual educators come from a recent qualitative research (Tsokalidou, SiDaYes! Πέρα από τη διγλωσσία προς τη διαγλωσσικότητα/Beyond bilingualism to translanguaging, Gutenberg, Athens, 2017) that aimed to bring forward the issue of translanguaging (TL) in the everyday life of multi/bilinguals. Our findings suggest that TL could function as a means of increasing the confidence and self-esteem of minoritized students, while offering them a feeling of normality and pride for their linguistic and cultural backgrounds. It also becomes clear from our data that going against the grain of monolingualism and mono-culturalism is a great challenge for all.

This paper explores the language views and practices of postgraduate student-teachers attending a distance-learning Master’s Programme of a Greek University, entitled “Language Education for Refugees and Migrants” (LRM). Teachers and professionals working with language learners in linguistically diverse contexts make up an interesting research sample in order to explore their perceptions and practices concerning bi/multilingualism and language learning. The study was conducted through an open-ended questionnaire, delivered and completed electronically by the student-teachers of two modules of the Programme (LRM 53: Language teaching for adult refugees and migrants and LRM54: Language teaching for children with refugee and migrant background) and included open-ended questions regarding their profile, their perceptions towards bi/multilingualism and translanguaging, language use in the school context, the first language and its relation to second language learning. Taking into account the students’ sample profile, the data can provide insights into the ways student-teachers view and deal with language diversity in their classrooms. Issues of attitudes and practices towards multilingualism and language teaching are discussed in relation to students-teachers’ professional development/education. Also, through comparisons between the two groups of students of the modules, the results are expected to explore some common ground assumptions on the differences between language teaching for children and adults (in the refugee context) but also potential nuances and elements of distinctiveness in the two areas.

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