The Routledge Handbook of Translanguaging in the Global South is a groundbreaking exploration of translanguaging as a decolonial, contextually rooted, and transformative language practice. Unlike conventional volumes that center Western frameworks, this handbook foregrounds indigenous knowledge systems, Southern theories, and the socio-cultural realities of the Global South. It challenges colonial language policies and rigid multilingual paradigms by showcasing how translanguaging can be a driver of educational equity, social justice, and linguistic inclusion.Drawing on case studies from regions such as South Africa, Brazil, and other postcolonial contexts, it provides practical applications for educators, policymakers, and researchers.Readers of this book include scholars in linguistics, education, sociology, and decolonial studies; educators and policymakers working in multilingual environments; and students exploring multilingual and cross-cultural education. By offering a blend of theoretical insights and practical tools, this book will benefit readers seeking innovative solutions to address linguistic marginalization. It will equip them with strategies to implement translanguaging as a core pedagogy, promoting epistemic access, cognitive justice, and inclusive development across education systems in the Global South.
Kleber Aparecido da Silva is an Associate Professor and Researcher in the Department of Linguistics at the Institute of Language Studies, University of Brasília, Brazil.Leketi Makalela is a Full Professor and Founding Director of the Hub for Multilingual Education and Literacies at the University of the Witwatersrand, South Africa.
ForewordIntroduction: translanguaging in the Global SouthKleber Aparecido da Silva and Leketi Makalela1. South Africa: the pioneer of translanguaging as a national strategy—lessons for the Global SouthLeketi Makalela2. Translanguaging and translanguaging pedagogy in foreign language teacher education in Colombia: past, present, and futureAdriana González3. Two Brazilian university English professors' emerging translingual praxiologies: a portrait of the complexities of a paradigm shift in motionAvram Stanley Blum4. Translanguaging policies, beliefs, and practices in Kazakhstan: a critical reviewBridget Goodman and Syed Abdul Manan5. Encruzilhadas and cauldrons: language teacher education as dissensusClarissa Menezes Jordão6. Translingual praxiologies in three linguistic education professional development contexts in Brazil’s Midwest regionDllubia Santclair, Avram Stanley Blum, and Kleber Aparecido da Silva7. The politics of translanguagingKanavillil Rajagopalan8. Multilingualism, education, and the creation of neo-colonial states in AfricaLydia Nyati-Saleshando and Rosinah Thando Mokotedi9. Translanguaging and performanceAdrian Blackledge and Angela Creese10. Breaking the chains of higher education: translanguaging as a decolonial Global South practiceMariyeni Mtanha-Matariro and Leketi Makalela11. Resignifying assessment in the Brazilian postgraduate context from Freirean Southern decolonial translingual perspectivesNara Hiroko Takaki12. Translanguaging of multilingual teachers in English first additional language writing classroomsNomalungelo Ngubane and Berrington Ntombela13. Students’ perspectives on a translanguaging education policy at an English medium university in BangladeshAbu Saleh Mohammad Rafi and Zhongfeng Tian14. Trans-formation course for language teachers in-devir: trans-pedagogies and translingual practicesRicardo Toshihito Saito15. An outline of translingual studies in Brazil: dialogues and views from the Global SouthDáfnie Paulino da Silva and Claudia Hilsdorf Rocha with Ruberval Franco Maciel16. Translanguaging and identity positioning of the Global South subject in cyberspaceDaniel Vasconcelos B. Oliveira, Sávio Siqueira and Diogo Oliveira do Espirito Santo17. Language identities and translanguaging affordances in mathematics classroomsThulisile Nkambule18. Ubuntu translanguaging with immigrant learners: towards decolonised discoursesClarah Dhokotera19. Translanguaging through the prism of epistemologies of the Global South and Global North: evidence from Cyprus, Estonia, and SwedenSviatlana Karpava, Natalia Ringblom and Anastassia Zabrodskaja20. Ubuntu Translanguaging blueprint: a southern epistemology for education transformationLeketi Makalela21. Reconsidering multilingualism through a translanguaging lens: the case of language use in school and society in East AfricaÅsa Wedin22. Ubuntu translanguaging for educational success: decoloniality and epistemic access in academic reading development at a South African universitySimbayi Yafele23. Schooling and human rights education: democratic principles for a translanguaging classroom in the Global SouthAnamaria Welp and Norberto Niclotti Catuci24. Reclaiming translanguaging for transformative education in the Global SouthLeketi Makalela and Kleber Aparecido da SilvaIndex