Catherine M. Mazak is Professor in the Department of English at the University of Puerto Rico at Mayagüez. Her research interests include translanguaging, bilingual education and multilingual higher education.

Kevin S. Carroll is Associate Professor in the Department of Graduate Studies in the College of Education at the University of Puerto Rico at Río Piedras. His research interests include language planning and policy, translanguaging and language maintenance.

Catherine M. Mazak: Introduction: Theorizing Translanguaging Practices in Higher Education

1. Leketi Makalela: Translanguaging Practices in a South African Institution of Higher Learning: A Case of Ubuntu Multilingual Return        

2. Petra Daryai-Hansen, Sonja Barfod and Lena Schwarz: A Call for (Trans)languaging: The Language Profiles at Roskilde University        

3. Bridget A. Goodman: The Ecology of Language and Translanguaging in a Ukrainian University

4. Catherine M. Mazak, Fiorelys Mendoza and Lauren Pérez Mangonéz: Professors Translanguaging in Practice: Three Cases from a Bilingual University

5. Peichang He, Haiyan Lai and Angel Lin: Translanguaging in a Multimodal Mathematics Presentation

6. Cynthia Groff: Multilingual Policies and Practices in Indian Higher Education

7. Kevin S. Carroll and Melanie van den Hoven: Translanguaging within Higher Education in the United Arab Emirates               

8. Aintzane Doiz and David Lasagabaster: Teachers' Beliefs about Translanguaging Practices

9. Kevin S. Carroll: Concluding Remarks: Prestige Planning and Translanguaging in Higher Education

This book examines translanguaging in higher education and provides clear examples of what translanguaging looks like in practice in particular contexts around the world. While higher education has historically been seen as a monolingual space, the case studies from the international contexts included in this collection show us that institutions of higher education are often translingual spaces that reflect the multilingual environments in which they exist. Chapters demonstrate how the use of translanguaging practices within the context of global higher education, where English plays an increasingly important role, allows students and professors to build on their linguistic repertoires to more efficiently and effectively learn content. The documentation of such practices within the context of higher education will further legitimatize translanguaging practices and may lead to their increased use not only in higher education but also in both primary and secondary schools.