ABSTRACT
This chapter opens by examining the primary and secondary influences that impacted on the teachers’ initial assumptions, then tentative attitudes about language use. Then the teachers’ established, firmer beliefs are presented. These beliefs are presented as context to the translanguaging strategies that have been discussed in Chapters 5 and 6. The translanguaging strategies are then further explored in terms of their influence of the recontextualization processes and socialization processes that occur in the classrooms. The effects of the patterns of teaching practices observed on the students present how negative use of language in the classroom can sometimes lead to diminished participation by the students.
