Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching

Abstract This study explores how translanguaging has been enacted in a university-wide curriculum transformation project an additional language programme Aotearoa New Zealand. Its aim is to reveal students’ perspectives on integrating Indigenous epistemology into the of beginner-level Chinese course. The survey data, collected from 155 students, show that most students react positively idea embedding teaching through assessment design. Moreover, translingual practices their digital multimodal compositions demonstrate they can enact enable coexistence different bodies knowledge while learning language. Based these findings, I suggest should integrate place-based worldviews are meaningful all local students. It also important adopt as decolonising approach facilitate pluriversal epistemological stance promotes plurilingualism education. nexus between and decoloniality needs be explored further, does possibility for cross-civilisational translanguaging.