Translanguaging is the capacity multilingual language users have to draw on different linguistic, cognitive, semiotic, and modal resources to make meaning and make sense, transcending the boundaries between named languages and between language and other meaning- and sense-making resources. The 21st century is a postmultilingualism era that is no longer about the harmonious parallel existence of multiple languages but about the infiltration, transgression, and subversion of boundaries that are artificially and ideologically set between languages, races, and nations. No single nation or community can claim sole ownership, authority, and responsibility for any particular language, including English, and boundaries between named languages, between languages and other communicative means, and the relationship between language and the nation-state are being constantly reassessed, broken, or adjusted. Translanguaging captures such changing dynamics and highlights the language user’s agency in exploiting their communicative repertoire holistically and in an integrated and coordinated way. When applied to English as a foreign language (EFL) teaching and learning, translanguaging demands that not just the first language but the learner’s repertoire be visible and audible in the classroom, aiming to foster a more inclusive, equitable learning environment, especially for minoritized language speakers. Translanguaging as a pedagogical approach has been shown to deepen students’ understanding of certain content and topics, facilitate the learners’ participation and knowledge coconstruction with one another, develop their English language and literacy skills, and enhance their multilingual and multicultural awareness.
