Multilingualism for Epistemological Diversity and Epistemic Inclusion
Datos Bibliográficos
| ID | 12114381 |
|---|---|
| Autores | Yongyan Zheng (0000-0002-0664-3942, College of Foreign Languages and Literature Fudan University Shanghai China, autor de correspondencia) |
| Año | 2025 |
| Volumen | 36 |
| Número | 1 |
| Páginas | 7-10 |
| Fecha de publicación | 2025-10-29 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Journal of Applied Linguistics (JOURNAL) |
| Identificadores de la revista | ISSN: 0802-6106 • E-ISSN: 1473-4192 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ijal.70036 |
| OpenAlex | W4415674358 |
| Idioma | EN |
| Referencias citadas | 28 |
This editorial introduces a special issue entitled “Multilingualism for Epistemological Diversity and Epistemic Inclusion.” The 17 papers included in this special issue aimed to address longstanding inequities in global knowledge production induced by English monolingualism. The editorial first critiques how monolingual ideologies and “abyssal thinking” reinforce epistemic exclusion—manifested in barriers to English‐medium education, marginalization of non‐Western epistemologies (e.g., from the Global South), and hermeneutical injustice. Then it outlines five interrelated themes explored by the 17 papers across diverse geographical contexts (e.g., Australia, Bangladesh, China, Japan, and Pakistan, etc.). Collectively, these studies demonstrate multilingualism's transformative potential to advance epistemological diversity and epistemic inclusion. We call for rejecting monolingual hegemony, centering context‐responsive strategies (pedagogical innovation, policy reform, valorization of marginalized traditions), and building a more just global knowledge ecosystem that values all ways of knowing
Diversity (politics · Inclusion (mineral · Knowledge production · Multilingualism · Transformative learning · Educational Theory and Curriculum Studies · Multilingual Education and Policy · Second Language Learning and Teaching
Not a First Language but One Repertoire
Decolonizing second language writing
Epistemic (in)justice in English medium instruction
Praxeology, humanism, equity, and mixed methods
Conceptualizing Epistemic Oppression
Toward a Conceptual Model of Academic Translation Competence
The Role of Critical Discourse Analysis in Promoting Epistemological Diversity in EAL Learning
Storytelling in a Bilingual Classroom Through the Lens of Epistemic Diversity and Translanguaging
Translingual Practice as a Communicative Resource in the Discourse of Foreign Language Teaching Researchers
The emergence of epistemic agency in researching multilingually
An inconvenient truth
How Do Interpreters Not Know Language? Monolingual Approaches to Multilingual Minorities in Interpreting
Fostering Inclusive Learning and 21st‐Century Skills
Mother Tongue–Based Instruction in Pakistani Print Media
Negotiating Neoliberal Language Policies for Multilingualism
A Translanguaging Approach to Doctoral Supervision
Towards epistemic and linguistic justice in universities
Epistemic Dissemination as Dialogue
Epistemic Divides in Scholarly Publishing in Applied Linguistics
Pedagogical Translanguaging for Epistemic Inclusion
Spatial Justice in Health Communication
Exploring epistemological decentring in a language other than English classroom through pedagogical translanguaging
Necessary and sufficient conditions for social science undergraduates’ academic success in English medium instruction settings
Translanguaging as a Practical Theory of Language
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |