In this open access article, we develop translanguaging as a theoretical perspective in education by drawing together ideas of process and symbolic power. We explore the potential of translanguaging as a conceptual frame for how language mediates learning in the context of social inequity (schools). We primarily draw on Bakhtin's (1981) theorisation of language and Bourdieu's (1991) understanding of the relationship between language and symbolic power to suggest that taking sociohistorical context as central to translanguaging can help us to open up productive lines of inquiry at the intersection of language and learning.
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