Mobina: Thank you so much again for joining me today for the Leveraging Languages for Learning interview series. In your research, you argue that current discussions of multilingualism and translanguaging are often framed through Western academic theories. What first led you to think about language and knowledge beyond these traditions? And what might we learn by placing these ideas in conversation with other intellectual traditions, such as from the Global South?

In classrooms around the world, including in Australia, linguistic diversity is increasingly common. Many children arrive at school with rich repertoires of languages, dialects, stories, and cultural knowledge. At the same time, the books we offer them can sometimes tell a more limited story about language, learning, and belonging.

A few years ago, a multilingual student shared their experience of school assessment with me during a research project:

As a researcher and teacher educator, A/Prof. Zhongfeng Tian regularly collaborates with teachers in the US context in order to explore how translanguaging can be effectively utilised for student learning.

As an advocate of bilingual education and a teacher in a bilingual primary school, I have seen many of the benefits and challenges for students, families and teachers alike.

I've always been proud of my Basque roots, though bringing them up often leads to the same reaction: Basque? Where is that from?

I read a Japanese story a few years ago that made me feel very upset. It was about a mother who was carrying a baby on her back. She needed

Navigating language use in the classroom can be challenging.