Language, translanguaging, and epistemic justice: Multilingual learning across the curriculum

This Invited Commentary discusses how language-in-education policies and practices that embrace multilingualism and multilingual learning can promote epistemic justice, constructing more equitable, just, and ethical conditions for learning.The findings considered are significant in that they illuminate sustained multilingual knowledge-building among peers, showing how these processes enhanced disciplinary learning, legitimated all learners as producers of knowledge, and simultaneously constructed a decolonial ethics of knowing.In so doing, they challenge persistent, colonial linguistic and epistemic hierarchies of value as well as longstanding assumptions about the difficulties and costs of implementing mother-tongue-based multilingual education across the curriculum.