ABSTRACT
Translanguaging, the recently re-emerging concept in sociolinguistics, refers to the flexible use and engagement of an interlocutor in their linguistic repertoire composed of different linguistic components and varieties. This chapter aims to further the study of translanguaging by including as a focus of inquiry the various external factors contributing to idiolects through an examination of how the influence of several socio-politically constructed spaces, especially the ones aiming to serve global education, affects the interlocutors' language practices and patterns. We aim to show how translanguaging practices (idiolects) challenge the ideological border of monolingual language beliefs (named languages), while at the same time individual language practices are also affected by an internalized monolingual ideology. In order to construct a more complete view of language practices and the ensuing socio-politically constructed ideology of language, this chapter is consisted of two seemingly contradictory autoethnographic accounts in terms of power and authority, namely, the students' perspective and the faculty's perspective.
