Translanguaging and multimodality as flow, agency, and a new sense of advocacy in and from the Global South

the most part in narrow, white-Eurocentric terms, when in fact our bilingual students were much more developed linguistically, but also historically, philo-sophically, geographically, politically, and scientifically [. . .] As teacher educators we have also been challenged with the lack of attention to racialized bilingual students, whom teachers evaluate only through what they can do in English. And we have witnessed the stigmatizing effects of language policies in schools that work against the students’ bilingualism, policies that are found even in bilingual and heritage language education programs