The transformative limits of translanguaging

The implementation of translanguaging at school is often seen to have transformative capacities: it will release bilingual subjectivities, and change unequal social structures. In this paper I argue that translanguaging is likely to be less transformative and socially critical than is suggested, because translanguaging research has more in common with the monolingual authorities it criticizes than it may seem, because it trades on causality effects that cannot be taken for granted, and because translanguaging, in some of its representations, is becoming a dominating rather than a liberating force. This does not detract from the value of translanguaging research, nor from the importance of reconciling schools with linguistic diversity. But it may imply arguing this transformation from a different tack.