International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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The Critical-Dynamic Paradigm: Synthesis and Contention in Bi/Multilingual Education, 2022-2025

Author(s) Dr. Syeda Rabia Tahir
Country Malaysia
Abstract This review synthesizes and interrogates contemporary scholarships in bi/multilingual education published between 2022 and 2025. It argues that the field is currently defined by a "Critical-Dynamic Paradigm," a central and productive tension between two competing yet interconnected forces. On one hand, there is a consolidation of dynamic, asset-based models of language, with translanguaging institutionalized as a core theoretical and pedagogical framework. On the other, there is a resolute critical turn, marked by a systematic reckoning with the enduring structures of power and social injustice that mediate the educational experiences of multilingual learners. This critical axis is most evident in the mainstreaming of Racio linguistics as an analytical lens, the scholarly preoccupation with the gentrification of dual-language education (DLE), and the study of practitioner agency in resisting restrictive language policies. This review maps this paradigm across theoretical shifts, sociopolitical contestations, and pedagogical innovations. It concludes that the central challenge and future direction of the field lie in resolving the dialectic between promoting holistic, progressive pedagogies and dismantling the systemic inequities that threaten to neutralize them.
Keywords bilingual education, multilingualism, translanguaging, Racio linguistics, dual language education, language policy, social justice, Critical-Dynamic Paradigm
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-07
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.53099
Short DOI https://doi.org/g9wjfm
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