Critical Affective Literacy and the possibility of existing through translanguaging: actions and emotions targeting social justice in language teaching
DOI:
https://doi.org/10.5433/1519-5392.2025v25n1p339-362Keywords:
Critical Afective Literacy, Translanguaging, Language teachingAbstract
In this text, I reflect upon material development in language teaching by drawing on affective and translingual perspectives. To this end, I debate the contributions of scholarship on translanguaging, highlighting its proposal for the inclusion of the full linguistic repertoires of teachers and students as valuable resources for teaching and learning, and on Critical Affective Literacy, a theoretical-pedagogical perspective which targets the analysis of affective positionings in the classroom. With this in mind, I problematize the role of emotions and translingual practices in Applied Linguistics studies, as a way to discuss the assumptions that might guide the development of language materials aimed at social justice. Finally, through an actionable framework for language teaching from a critical perspective, I argue for the consideration of affectivity and translingual practices as fundamental elements to studies on language education in contemporary world.
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