Synapse
⌘+K
Synapse
PulseExploreClubsResearchersJournals
Instagram
HomeClubsExplore
September 10, 2025Modern Language JournalOpen Access

Transepistemic language teacher education: A framework for plurilingualism, translanguaging, and challenging colonialingualism

View Full Paper
Ask AI
Bookmark
Share

Authors

PMPaul J. MeighanOldham Council

Discussion

Loading...

Member takes

Overview

This framework addresses colonialingualism and promotes plurilingualism in language teacher education, highlighting Indigenous epistemologies.

Key Points

  • Colonialingualism perpetuates inequities in language teacher education, marginalizing Indigenous speakers and knowledge systems.
  • The dominant English language framework exemplifies colonial principles, which risks denying the value of Indigenous languages and cultures.
  • Incorporating biocultural heritage language pedagogy can facilitate reflexive epistemic (un)learning, enhancing educational practices.
  • Emphasizing place-based knowledges is essential for addressing contemporary climate and humanitarian issues in language education.

Cite This Study

Paul J. Meighan (2025) studied this question.

synapsesocial.com/papers/68c19f7f54b1d3bfb60dab28https://doi.org/10.1111/modl.13020
View Full Paper
Ask AI
Bookmark
Share

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Critical reflection for transformative praxis in decolonizing language teacher education: Toward ontoepistemic freedom and pluralism2025 · 3 citations
  2. 2Colonialingualism in Education and Policy2024 · 1 citations
  3. 3Disentangling (de)colonial teacher education in the Andes: Dilemmas and possibilities2025 · 6 citations
  4. 4Rethinking French‐as‐a‐second‐language education as a space for supporting Indigenous language work on xʷməθkʷəy̓əm (Musqueam) land2025 · 4 citations
  5. 5Language, translanguaging, and epistemic justice: Multilingual learning across the curriculum2024 · 15 citations