Chapter 2: From Monoglossia to Heteroglossia: The Role of Language Ideology in Translanguaging Practice Implementation

Language ideology includes perceptions of language, its present use, its ideal use, and how language should be learned. Because linguistic practice and pedagogy are visible forms of ideology in practice (Gal’perin, 1992; Kroskrity, 2004; Razfar, 2012), it is essential to understand how language ideologies influence instruction. This chapter will address the functional role of teacher language ideology within multilingual classroom settings. Deficit-based practices, founded in monoglossic language ideology, limit the linguistic repertoires of language-minoritized students, especially emergent multilingual learners. In contrast with monoglossic ideology, heteroglossic language ideology promotes practices such as translanguaging which supports the growth and usage of students’ full linguistic repertoires (García et al., 2017). Practical recommendations for various stakeholders are provided.