ABSTRACT
The greatest impact translanguaging has had to date is its drive to create a more inclusive discourse for language learners. Its continued push against the well-established, traditional, and sometimes hegemonic views of language learners as deficient entities is noble, and studies from around the globe continue to build the translanguaging picture, highlighting its strengths while also seeking to improve upon its weaknesses. This book is offered as further support for the need to build upon this endeavour; to critically reject biased language policies and ideologies that position both educators and learners negatively, while also to critically assess the impact of translanguaging and its use in real world situations. Every context consists of factors that need to be addressed when attempting this, whether they be socio-historical and individual-specific, or societal in nature. This final chapter summarizes the main discussion points from the previous chapters and makes suggestions for creating a space for the translanguaging ideology in EFL contexts.
