In this commentary, I reflect on the articles in this special issue to ask two quesitons: (1) what aspects of multilingualism or teacher education will we as critical scholars never fully understand as we work from within the contradiction of the constructed divide between racialized mono- and multilingual worlds; and (2) how can scholars more explicitly define the theories and terms we use in our research to clarify our own thinking and effect real change?
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J. S. Bale (2024) studied this question.
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