English (un)Bordered: Five Principles for Reflective Translanguaging in Southeast Asian ELT

Translanguaging pedagogy, referring to instructional approaches which open spaces for learners to make use of their entire linguistic repertoire, has become one of the cornerstones of contemporary scholarship in language education. Yet questions remain about how such a broad philosophical stance can translate into concrete classroom practices in different settings when considering differing teaching/learning objectives and the contrasting language ecologies within which teaching/learning takes place. In this article, I propose five principles for reflective translanguaging in English language teaching (ELT) in Southeast Asia, considering both the specific objectives of ELT/learning and the overarching challenges of linguistic ecologies in this region. First and foremost, I argue that translanguaging must focus on disrupting traditional boundaries, not only in the use of specific ‘languages’ (e.g., English) but also in the revaluation of Englishes found in the Southeast Asian context. Second, the focus on fluidity inherent in translanguaging must be balanced with a degree of respect for the position of mother tongues as distinct languages and their speakers as having political rights. Third, we must attend to how translanguaging can be integrated into both the process and products of teaching/learning activities. Fourth, the overall shift toward translanguaging pedagogy must involve a rethinking of how corrective feedback is given in language education, including greater emphasis on critical awareness. Finally, translanguaging should serve as a springboard for a wider transformation in ELT toward an educational model which foregrounds critical thinking and critical literacy, moving beyond the traditional narrow focus on ‘just English.’