Language education in the fluidity of the burnout society: the decolonial potential of the translingual approach

ABSTRACT This paper explores possibilities of articulation between translanguaging and decolonial thinking. At first, the main characteristics of the contemporary society are discussed from the perspective of its fluidity and post-disciplinary condition. Possible implications of such features to human relations and to language education nowadays are also debated. Among others, the notions of restrictive and expansive translingualism are brought to light in order to foster reflections on the political-ideological nature of translingual practices and to argue that, in its transformative framework, translinguaging can assume a posthuman and postcolonial nature and become a powerful resource aimed at more democratizing (educational) practices today.