Pedagogical Translanguaging as a Bridge of Return

Supporting Children of Re-Emigrant Families in Polish Schools

Abstract

The growing return of Polish citizens from Western European countries, increased by Brexit and steady economic growth in Poland, has, for some years, been transforming the demographic and linguistic condition of Polish schools. School children of re-emigrant families, who are frequently bilingual and bicultural, experience educational difficulties entering Polish schools. Based on current research on and theoretical framework of pedagogical translanguaging, this article claims that recognition of students’ multilingual competencies can be a pedagogical answer to such learning difficulties. Pedagogical translanguaging, a thoughtful practice that activates the whole learner’s linguistic repertoire, provides individualization, cognitive flexibility, and facilitates education. The article outlines the philosophical implications for rehumanizing education in an era of global mobility and presents practical applications within the Polish curriculum.