The translanguaging practices of expert Indian teachers of English and their learners

This paper reports on a comparative case study of the multilingual practices eight secondary teachers English from across India, all identified as experts their contexts using multiple criteria. Both qualitative and quantitative data classroom observations, interviews other sources were collected, analysed compared cases. It finds that, while there was noticeable variation among participants, engaged in complex translingual that inclusive learners’ languages, invariably prioritising learner participation over language choice. also each context, learners mirrored varied teachers, community found to be reflective wider Indian society, enabling both meet normative requirements monolingual written exams learning integrate more flexibly spoken repertoires. Given these findings, two recommendations are offered for educational policy practice, India comparable Global South: policy-makers institutions avoid unqualified endorsement target (e.g. ‘English-only’) instruction, prioritise inclusion discourse activities maximal use.