12 Understanding and Resisting Perfect Language and Eugenics-based Language Ideologies in Bilingual Teacher Education

“I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a TranslanguagingPre‐KClassroom in China

“…While early translanguaging theory has been widely accepted in the field, many critical concerns have been voiced about the deconstructivist turn and consequent rejection of important notions like L1, L2, and codeswitching. These and other concerns, for example, are raised by Auer (2022), Block (2018), Bhatt and Bolonyai (2022), Cummins (2017, 2021), Cook (2022), Edwards (2012), Faltis (2020, 2022), Gee (2022), Genesee (2022), Gort (2020), Grin (2018), Jaspers (2018), King and Bigelow (2020), Kubota (2014), Mackenzie (2014), Henderson and Sayer (2020), MacSwan, Thompson, Rolstad, McAlister, and Lobo (2017); MacSwan (2022a, 2022b), Marks, Satterfield, and Kovelman (2022), Martínez and Martinez (2020), May (2022), Nicholas and McCarty (2022), Tigert, Groff, Martin‐Beltrán, Peercy, and Silverman (2020), and Wiley (2022), among others.…”

Bilingualism and beyond: Critical thinking and innovative practices to address the complexity of multilingualism

“…Moreover, the multilingual turn will need to move away from the neoliberal values that it is often associated with when it comes to languages and language teaching (Coste & Simon, 2009;Flores, 2013;Jaspers, 2018) as they limit its ability to support social justice, social cohesion, as well as the empowerment of students and teachers who identify themselves as minority, invisibilized, marginalized or discriminated groups (Coste & Simon, 2009;Faltis, 2022;Meier, 2017;Piller, 2012). This will require significant, even radical, changes in ideology, discourse, policy, and practice (Bouamer & Bourdeau, 2022;Faltis, 2022;Flores, 2013;Jaspers, 2018;Liu & Lin, 2021;Ramjattan, 2019); changes that will go far beyond valuing bilingualism and multilingualism.…”

Le bilinguisme et au-delà : Réflexions critiques et pratiques innovantes pour appréhender le plurilinguisme dans sa complexité

“…Ballinger et al, 2020 ;Chen & Tsou, 2021 ;Chen et al, 2022 ;Jaspers, 2018 ;Marshall, 2019 ;Prasad, 2015) et la difficulté à le faire sans reproduire les relations sociales inégalitaires (Flores, 2013 ;Ramjattan, 2019 ;Stratilaki-Klein, 2022), illustrent ces limites. D'ailleurs, le virage vers le multilinguisme devra s'éloigner des valeurs néolibérales des langues et de leur enseignement qui lui sont souvent associées (Coste & Simon, 2009 ;Flores, 2013 ;Jaspers, 2018) et qui limitent sa capacité à soutenir les différentes luttes pour la justice sociale, pour la cohésion sociale, ainsi que pour l'émancipation des apprenantes, des apprenantes et des enseignantes et enseignants qui s'identifient à des groupes minorisés, invisibilisés, marginalisés ou discriminés (Coste & Simon, 2009 ;Faltis, 2022 ;Meier, 2017 ;Piller, 2012). Cela demandera des changements significatifs, voire radicaux, en termes d'idéologie, de discours, de politiques et de pratiques (Bouamer & Bourdeau, 2022 ;Faltis, 2022 ;Flores, 2013 ;Jaspers, 2018 ;Liu & Lin, 2021 ;Ramjattan, 2019) ; des changements qui iront bien au-delà de la valorisation du bilinguisme et du multilinguisme.…”