This paper presents the concept of translingual practice as opposed to monolithic and monolingual perspectives within the field of foreign language teaching. The notion of superdiversity is also discussed, as well as its implications to the ways meanings and knowledge are constructed these days. Bakhtinian theories, especially as far as the notions of dialogism and heteroglossia are concerned, are linked to the translingual approach raising the idea of public space in order to support the importance of a pedagogy concerned with the development of social responsibility.
Foreign language teaching; translingual practice, heteroglossia; public pedagogy