This book provides a comprehensive examination of how translanguaging serves as a transformative linguistic, educational, and sociopolitical practice across diverse cultural, geographic, and institutional settings. Building on cutting-edge research and multidisciplinary perspectives, the volume editor brings together voices from Asia, Africa, the Middle East, and Europe to shed light on how individuals and communities strategically mobilize their full linguistic repertoires to navigate identity, power, and inclusion in complex multilingual realities. Through empirical studies, ethnographic investigations, and conceptual analyses, this book illustrates the lived dimensions of translanguaging within families, classrooms, public spaces, and policy frameworks. This is the second volume in a two-part series on translanguaging. Whereas volume one, Translanguaging and Critical Pedagogy: Linking Theory and Practice (Ulum, 2026), explores critical language pedagogy, multilingual education, and sociopolitical dynamics in classrooms, this volume expands the scope to include translanguaging practices in homes, communities, institutional policy, and broader sociolinguistic landscapes. It is an essential resource for educators, students, researchers, policymakers, and designers engaged in multilingual education, translanguaging, curriculum development, and inclusive language practices.

Ömer Gökhan Ulum is Associate Professor in the Department of English Language Teaching at the Faculty of Education, Mersin University, Turkey. His scholarly work centres on English as a Foreign Language (EFL) instruction, with a particular emphasis on the intersections of language, ideology, and culture. He has published extensively on topics such as translanguaging, EFL teacher education, critical pedagogy, and English linguistics.