ABSTRACT
The translingual turn in language studies has prompted various attempts at inviting and curricularizing translingual practices in academic spaces. In terms of pedagogy that is guided by a political agenda, the mere representation of translingual practices such as peripheralized Englishes in mainstream classroom spaces cannot be the endgame of translingualism. This chapter focuses on the place of translingual practices in the classroom, with particular attention to the question of 'academic writing' in English: specifically, why the curricularization of alternative 'translingual' practices is a potentially misguided endeavor and why there is more urgency in radically reconsidering the very means by which we evaluate and assess different Englishes in the first place. Suresh Canagarajah describes the kinds of arguments made by Ruecker, Honey, Delpit, and Lyons as representative of the 'pragmatist position', whereby teachers view 'the norms of academic written English as a fact of social life' and 'focus their efforts on providing access to this language of power to minority students'.
