Translanguaging and Educational Inequality in the Global South: Stance-taking amongst Brazilian Teachers of English

Abstract Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, effects classroom translanguaging on teacher student outlooks relations inequality are far from universal. In this paper we consider in English language teaching Brazil, context which multilingualism is often tied social racial closure. We show how teachers position themselves relation translanguaging, drawing analysis stance-taking online discussions. find limited support for transformative role played current translingual practices, despite contributions establishment affective bonds with students. then examine polemic over localized usages casts light do critically opens up space development critical awareness. argue shaped changing status global south, unequal patterns access public, private, commercial education settings.