The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make. Translanguaging takes one step further from multilingualism in challenging the raciolinguistic ideologies that view bilingual learners as having separate languages and languaging lives. It instead views their racial/ethnic identities and linguistic practices together, that is, their translanguaging being. My main argument here is that to use translanguaging as a pedagogy for inclusion and social justice requires a change of mindset, not just practice – that is, translanguaging pedagogy rather than pedagogical translanguaging – which can be achieved through processes of ‘co-learning’ and ‘transpositioning’.

跨语言的想法颠覆了双语教育的大部分思维。然而，一个常见的误解是，跨语言的目的是作为一种语言教学策略。本文旨在探讨语言教学的跨语言方法意味着什么，特别是针对英国等英语为主的国家的学校系统中少数族裔和种族化的双语和多语言学习者的教育。我特别强调了跨语言项目旨在实现的与包容性和社会正义议程的联系和贡献。跨语言学比多语言主义更进一步，挑战了种族语言主义意识形态，这种意识形态认为双语学习者拥有不同的语言和语言生活。相反，它将他们的种族/族裔身份和语言实践放在一起看待，即他们的跨语言存在。我在这里的主要论点是，使用跨语言作为包容性和社会正义的教学法需要改变思维方式，而不仅仅是实践——也就是说，跨语言教学法而不是教学跨语言——这可以通过“共同学习”和“共同学习”的过程来实现。 ‘换位’。