The queer possibilities of translanguaging pedagogy: Cultivating a queer translanguaging stance in bilingual education

During a period of increased violence against immigrant and LGBTQ+ students in the US, we argue that bilingual education is well-suited with the theoretical and pedagogical tools to respond. Through this conceptual paper, we advocate for cultivating a queer translanguaging stance, or a pedagogical positioning that supports bilingual LGBTQ+ students while critiquing interlocking regimes of normalcy rooted in racism, linguicism, and cisheteronormativity. Anchored in a constructed vignette of classroom practice, we layer translanguaging and queer pedagogies to explore translanguaging’s queer potential. The article concludes with invitations for bilingual teachers, teacher educators, and researchers to consider in their work.