September 10, 2025Modern Language JournalOpen Access

Transepistemic language teacher education: A framework for plurilingualism, translanguaging, and challenging colonialingualism

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This framework addresses colonialingualism and promotes plurilingualism in language teacher education, highlighting Indigenous epistemologies.

Colonialingualism perpetuates inequities in language teacher education, marginalizing Indigenous speakers and knowledge systems.
The dominant English language framework exemplifies colonial principles, which risks denying the value of Indigenous languages and cultures.
Incorporating biocultural heritage language pedagogy can facilitate reflexive epistemic (un)learning, enhancing educational practices.
Emphasizing place-based knowledges is essential for addressing contemporary climate and humanitarian issues in language education.

Paul J. Meighan (2025) studied this question.

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This framework addresses colonialingualism and promotes plurilingualism in language teacher education, highlighting Indigenous epistemologies.