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    1. Angros0115 01 Nov 2025
      while theother, broader conceptual framework that preceded it was taken up atfirst in limited and constrained ways by those who misunderstood itas conveying static or essentialized views of language or literacy, or asbeing only about literacy or only about bi-lingualism, but it has sincebeen widely adopted in Indigenous and immigrant/refugee contextsworldwide

      Although the earlier, broader framework was first misunderstood and narrowly used, people though it gave rigid views of language or focused only on literacy or bilingualism, it later became widely and properly applied, especially in indigenous and immigrant settings.

    2. Angros0115 01 Nov 2025
      seeking toshift the focus to bilingualism NOT as two monolingualisms but ratheras bilingual or multilingual discourse practices
      • Challenges the idea that bilinguals are just two seperate monolingual speakers
      • Focus is on actual language use, not rigid categories
      • Connects to translanguaging and code-meshing in classroom practices
    3. Angros0115 01 Nov 2025
      trawysieithu/translanguaging as a pedagogical approach that normalizesbilingualism without diglossic functional separation, García suggeststhat if language is indeed an invention, educators must first and contin-ually observe how people use language and base our pedagogy on that

      Garcia argues that translanguaging allows bilingual students to use all of their languages fluidly without strict seperation, and teachers should design lessons based on how students actually communicate.

      This approach values students real language instead of forcing them into rigid "one language per context" rules. It makes me think about how bilingual students naturally switch languages in group work.

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