Translanguaging, language ontology, and civil rights

The author presents a critique of the deconstructivist perspective on translanguaging, which doubts the ontology of discrete speech communities. This paper argues that such a position is inconsistent with a civil rights orientation on language education policy. The paper identifies three aspects of translanguaging – conceptual, pedagogical , and theoretical . It argues that one approach to translanguaging theory, which accepts the deconstructivist perspective on language ontology, is at odds with a civil rights orientation, the backbone of language education policy in the US. The author argues instead for a linguistically and sociolinguistically robust theory of translanguaging. [Correction added on 20 March 2020, after first online publication: Second and fourth sentences in this abstract section have been edited for consistency.]