Embracing Plurilingualism in Education

In an increasingly multilingual world, many schools are still in the process of fully recognizing and nurturing the rich linguistic resources that their students bring. While policies may appear inclusive on the surface, educational practices often remain grounded in monolingual, deficit-based perspectives that undermine true equity for multilingual learners. Although some progressive schools globally are beginning to critically review and transform language policies that have historically marginalized students’ bilingualism, many traditional theories and practices that racialize bilinguals and are deeply rooted in a monolingual and colonial habitus, still continue to persist and hinder educational equity.

The deficit perspective begins with the very language used to refer to multilingual learners, labels such as “Non-native speaker,” “Students with language barriers,” or “Non-English speakers” frame students through what they lack rather than what they bring. It extends to practices such as “pull-out” programs, “sink-or-swim” approaches, and English-only policies, all of which prioritize English acquisition at the expense of students’ full linguistic identities. As García et al. (2021) argue, “abyssal thinking” - the invisibilization of multilingual knowledge and abilities - continues to structure educational systems and practices, privileging dominant monolingual experiences while marginalizing others.

Moreover, teacher hiring policies often privilege so-called native speakers of English, positioning certain accents and varieties as less valuable, while standardized assessments, designed by and for monolinguals, measure multilingual students solely on their performance in English, disregarding their broader linguistic and intellectual capabilities. Even in schools that acknowledge their increasingly multilingual populations and aim to become language-friendly, limitations remain. Although multilingualism and translanguaging may be allowed or even celebrated symbolically, pedagogical practices largely remain monolingual. The dominant language(s) of schooling continue to define classroom instruction, while the rich linguistic diversity present is rarely purposefully integrated into teaching and learning. 

Furthermore, monolingual assessments persist as the norm, and decision-making regarding student placement often continues to be guided by deficit thinking. For instance, viewing language mixing or the absence of native English speakers at home as obstacles to academic success. Schools’ curricula also remain dominated by texts that reflect dominant language norms. Even when works by racialized or bilingual authors are included, they are often positioned as an exception rather than forming a central part of the curriculum, reinforcing the notion that their language practices deviate from what is considered standard and normative (García et al: 2021).

So, how can education move beyond merely tolerating multilingualism towards pedagogical practices that embody plurilingualism? As García et al. (2021) argue, translanguaging offers an essential starting point for this shift. “Translanguaging rejects abyssal thinking; it is a way to understand the vast complexity and heterogeneity of language practices.” Translanguaging dismantles the barriers that prevent multilingual students from making meaning through their full linguistic repertoires. Rather than requiring students to keep their languages separate, it encourages them to draw on all their linguistic resources to construct knowledge and understanding. Importantly, translanguaging is not just a pedagogical approach but also a political act, offering “a way to delink from the logics derived from colonialism and global capitalism” (García et al. 2021). 

However, to achieve true plurilingualism, translanguaging must go beyond symbolic gestures or the use of home languages merely as translation, scaffolding, or bridging tools to ease transitions into English. As Rojas (2022) notes, it must be systematic, intentional, and embedded in planning to develop students’ cross-linguistic transfer and metalinguistic awareness.

Systematically embedding translanguaging and other multilingual pedagogical practices requires knowledge, collaboration, and an asset-based mindset. Teachers must commit to continuous professional development, engage with the latest research on language learning, and collaborate with colleagues to better support multilingual students. Developing socially just and sustainable plurilingual pedagogies requires expanded professional development for teachers.

Currently, a significant obstacle to implementing translanguaging practices is the lack of resources and knowledge about practical tools for planned, intentional integration of students’ full linguistic repertoires in the classroom. As Dekkers concludes, teacher professional development programs must equip educators with the resources, strategies, and understanding necessary to teach effectively in linguistically diverse settings (Dekkers: 2024).

 By taking these steps, educators and policymakers can begin to dismantle entrenched language hierarchies and move beyond the superficial      acceptance of multilingualism. This shift towards intentional and conscious plurilingual pedagogical practices will not only validate and leverage students’ full linguistic repertoires but also create more equitable, empowering, and culturally sustaining educational environments where all learners are recognized for their strengths and afforded the opportunities they deserve to thrive academically and personally. 

References

Rojas,V. (2022): In Response to English-Only: A Translanguaging Call to Action

Dekker, S.V. (2024): Multilingualism in Heads, Hearts, and Hands

García, O., Florec, N., Seltzerc, K., Weid, L., Otheguy, R., Rosa, J. (2021): Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto