ABSTRACT
In this commentary, I reflect on the articles in this special issue to ask two quesitons: (1) what aspects of multilingualism or teacher education will we as critical scholars never fully understand as we work from within the contradiction of the constructed divide between racialized mono- and multilingual worlds; and (2) how can scholars more explicitly define the theories and terms we use in our research to clarify our own thinking and effect real change?
Disclosure statement
No potential conflict of interest was reported by the author(s).