Integrating translanguaging and the symbolic power of transknowledging: postmonolingual thinking tools as acts of epistemic resistance

Higher-degree teacher-researchers confront problems in demonstrating to university-appointed thesis examiners their capabilities for using 英语 (Yīngyǔ, ‘English language’) in critical discussions that contribute to advances in knowledge. A taken-for-granted solution to this challenge uses methods of critical discussion produced in 英语 (Yīngyǔ) to contribute to knowledge in 英语 (Yīngyǔ). Early childhood teacher-researchers recognise that collaborative research is a strategic professional learning activity for addressing complex, ambiguous problems, and requires openness to novel experiences and the open-minded pursuit of original contributions to knowledge. This study questions the exclusivity of 英语 (Yīngyǔ)-only Content and Language Integrated Learning (CLIL) to explore the potential of integrating translanguaging and transknowledging into critical discussions through research methods that contribute to knowledge. This study analyses the logic of teacher-research practices for contributing to knowledge through critical discussions of the exclusionary use of 英语 (Yīngyǔ). Evidence of three interrelated fields of power governing the teacher-researcher’s systemic disposition for critical discussion is subjected to relational analysis. Working with postmonolingual thinking tools, higher-degree teacher-researchers can exercise epistemic resistance in their critical discussions of the tensions between state-induced multilingualism and state-driven monolingualism to contribute to transknowledging.