This project, supported by the British Council, explores the potential and limitations of the translingual turn for TESOL student-teachers who move from their MA studies into the workplace. Now that we have established that language learners are always engaged in translingual practices, to what extent do teachers actively engage within the same translingual framework in their classrooms? The research will explore student-teachers' language ideologies at the beginning of their postgraduate studies, their changing perceptions and practices during their studies, and the take-up and implementation of new pedagogies when they return in their home countries. The project will map out pedagogical changes, expectations, and practices collected from student-teachers, as well as other direct stakeholders in the students' working contexts (such as programme coordinators, supervisors, and other language professionals). Findings from this research will indicate possible ways of supporting a translingual agenda to make a more sustainable impact on local stakeholders who may be less familiar or open to a translingual approach. 

PI: Dr Lavinia Hirsu