From Monolingualism to Translanguaging: The Evolution of Theoretical Perspectives on Second and Foreign Language Education

Abstract

The field of second and foreign language education has undergone profound transformations over the past century, reflected in its gradual shift from monolingualism, through bilingualism and ultimately to translanguaging. This evolution has not only reshaped theoretical understandings of language, learning and pedagogy but has also significantly influenced pedagogical practices across diverse educational contexts. Concurrently, it has sparked sustained scholarly debate regarding effective approaches to teaching and learning a second or foreign language in increasingly diverse and plurilingual communities. Against this backdrop, this paper critically examines the historical and conceptual transition from monolingualism and bilingualism to translanguaging, with the aim of providing a critical understanding of the theoretical evolution of perspectives on second and foreign language teaching and learning. In doing so, it highlights how evolving conceptualisations of language, culminating in translanguaging, have redefined pedagogical priorities, challenged traditional assumptions about language separation, and opened new possibilities for encouraging more inclusive, equitable and responsive learning environments.