Transforming Post-Secondary Classrooms with Translanguaging Pedagogy and Practice

A Critical Essay


  • Sara Abi Villanueva Texas Tech University


In this paper, I reflect on the need to provide equitable learning opportunities for multilingual students in post-secondary education (PS). Educators must adopt a translanguaging pedagogy to successfully promote and implement translanguaging strategies, specifically codemeshing, which allows multilinguals to challenge socially accepted dominant languages, like English, and develop and strengthen their critical literacy skills. I pose two questions that guide my critical reflection on why and how post-secondary institutions (PSIs), educators, and students benefit from translanguaging pedagogies and strategies: (a) What do translanguaging scholars say about the transformative properties of translanguaging pedagogies in PSIs? (b) How can a translanguaging strategy, like codemeshing, better prepare PS students to develop and strengthen critical literacy skills? I critically examine how transformative translanguaging pedagogies can equip multilingual students with the critical literacy skills needed in this ever-evolving 21st-century world.




How to Cite

Villanueva, S. A. (2024). Transforming Post-Secondary Classrooms with Translanguaging Pedagogy and Practice: A Critical Essay. Bilingual Review/Revista Bilingüe, 36(1), 17–28. Retrieved from



Research and Criticism / Investigaciones y Crítica