Abstract
Transnational students' language use deserves careful consideration for the ways in which it pushes the profession to rethink underlying ideas about linguistic and cultural diversity, language teaching and learning, education, and social justice. Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and become key features in current globalized contexts. In recognition of the multiplicity and dynamic nature of transnational students' discursive practice, this entry considers the theoretical and pedagogical reorientation to language diversity in language teaching and moves toward appreciating multilingual speakers' communicative repertories and funds of knowledge.
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