Abstract In this article, we explore how translanguaging has been developed, applied, challenged, and proliferated within TESOL Quarterly . Drawing on both scholarship published in the journal and seminal research in the field, we first describe the development of translanguaging, namely, how it came to prominence and how it has drawn attention to the ideological nature of language and language in education. Next, we delve into how scholars have taken up translanguaging in TESOL Quarterly to conceptualize, expand, and critique the field of TESOL from within. We demonstrate how researchers have used the journal to challenge the very foundations of TESOL, moving the field from languages, namely English, to people , a shift that we hope persists and evolves through the next 60 years of TESOL Quarterly .
Seltzer et al. (Fri,) studied this question.