Commentary: toward a multilingual listener-as-teacher stance in teaching and teacher education

This commentary begins with a brief overview of the shift in focus from language to speakers and their languaging in language awareness scholarship. I then discuss the connection between this shift and translanguaging, a burgeoning area of research in the education of multilingual students. Next, I provide brief overviews of each of the six papers in the special issue, focusing on the authors’ contributions to CMLA research. I end with some points of discussion that the issue as a whole raises regarding future directions of CMLA research and its applications to teaching and teacher education.