How World Events Are Changing Education

Abstract

learners, which allows for student-driven language learning. Chapter 9 presents Risager’s multilingual research project that incorporates several languages to not only raise the awareness of language hierarchies but to de-hierarchise the research practice and reflect a worldview: ‘Weltanschauung’ in German, ‘Dünya Görüşü’ in Turkish and ‘Vision del Mundo’ in Spanish. Researcher awareness and transparency are prerequisites in translingual research given the epistemological complexity. In Chapter 10, the editors bring the focus back to the nexus of translanguaging and epistemological decentring by presenting student testimonies. These testimonies gathered during extracurricular courses provide a valuable vista into the reconceptualization, analysis, and performance of BA students experience of translanguaging while enrolled in different study programmes in humanities and social sciences. Overall, this edited collection contributes to the understanding of translanguaging as a theory and practice in higher education in diverse contexts and provides a welcome focus on students’ perspectives. Furthermore, the design of the book takes the reader to, as it were, the different rooms of the bilinguals’ inner house having similar shades to those in different parts of the world. Translanguaging is always there, be it visible or invisible. As researchers, educators, and administrative staff, we must not be indifferent to the bottom-up demand for critical pedagogy, deeper learning, and internalised internationalization.