Afterword

Even though Ofelia García, Susana Ibarra Johnson and I wrote The Translanguaging Classroom less than 10 years ago, much has changed since it was published in 2017. The ideas in our book have been deepened and evolved by seismic shifts in the field that have called for a reckoning with racism and coloniality (Flores & Rosa, 2015; García et al., 2021). They have also been extended by the editors of this volume, Leah Shepard-Carey and Zhongfeng Tian, who have taken up our framework of translanguaging stance, design and shifts and applied them to the highly important work of teacher–researcher partnerships.