I appreciate your argument that bilingualism is not just switching between certain "boxes," but rather handling a lively and fluid repertoire of meaning-making resources overall . The difference you made between bilingualism as conceived and bilingualism as experienced was a big hit with me. It’s a strong reminder that the most important aspect is not just the number of spoken languages but rather how those languages are recognized, supported, and legitimized in our learning environments.
I’m with you on this point, I think translanguaging is an ideological stance rather than a mere pedagogical tool, recognizing students’ linguistic practices as intellectually rich is the hallmark of this stance rather than students being in need of “fixing.” Your future classroom looks so uplifting and I want to be a teacher who creates a similar space, where student's full linguistic identities will not only be accepted but also acknowledged.
I’m with you on this point, I think translanguaging is an ideological stance rather than a mere pedagogical tool, recognizing students’ linguistic practices as intellectually rich is the hallmark of this stance rather than students being in need of “fixing.” Your future classroom looks so uplifting and I want to be a teacher who creates a similar space, where student's full linguistic identities will not only be accepted but also acknowledged.