Translanguaging knowledge mobilised for theorising
A case study of Chinese bilingual postgraduate researchers in Australia
Bibliographic Data
| ID | 19217529 |
|---|---|
| Authors | Haibo Shen (0000-0002-4298-017X, Beijing Foreign Studies University, corresponding author), Wei Liu (0000-0002-5949-0302, RMIT University), J Qi (0000-0003-3511-0712, RMIT University) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-06-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2026.2685042 |
| OpenAlex | W7164686158 |
| Language | EN |
| References cited | 26 |
To challenge the entrenched monolingual and Anglophone oriented postgraduate research education and academic discourse, this paper reports a case study of eight Chinese bilingual postgraduate researchers studying at Australian universities and 59 postgraduate theses written in English. Theoretically driven by the arguments on translanguaging, we first argue for the potential and power of translanguaging theorising which features the entire linguistic-epistemic repertoire of bilingual postgraduate researchers premised on their translanguaging instinct. We then identify three categories of the translanguaging knowledge that bilingual postgraduate researchers actually use and may prove useful but often neglected or undervalued in doing research. Highlighting translanguaging knowledge, their constituents and how they may be applied in academic activities, we hope to motivate and enable further discussions to create academic spaces where translanguaging knowledge is widely recognised and constantly used as legitimate resources for academic theorising, thereby fostering an inclusive academic discourse
Bilingual education · English for academic purposes · Multilingual Education · Neuroscience of multilingualism · Repertoire · Translanguaging · Discourse Analysis in Language Studies · Multilingual Education and Policy · Second Language Learning and Teaching
A Tale of Two Visions
Translingual Practice as Spatial Repertoires
Translanguaging theorising
JIĀO/JIÀO 教 Chinese bilingual doctoral researchers to theorise translingually
‘Histories of knowledges’ for research education
Submission or subversion
Rejecting abyssal thinking in the language and education of racialized bilinguals
Plurilingualism and translanguaging
Language teaching and learning as a transdisciplinary endeavour
Language planning in universities
Pedagogical translanguaging
No one would like to take a risk”
Translanguaging pedagogy in teaching English for Academic Purposes
Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning
Problematising English monolingualism in the ‘multicultural’ university
A translanguaging approach to bilingual theorising in postgraduate researchers’ education
Knowledge hegemonies and autonomous knowledge
Translanguaging as a Practical Theory of Language
From academic language to language architecture
Moment Analysis and translanguaging space
Forgetting culturally diverse equity groups in Australian doctoral policy
Time mapping
| Citation velocity | historical |
|---|---|
| Highly cited | No |