Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context

International audienceAbstract This chapter explores the strategies and ideologies of two teachers who, each in their own way, try to mobilize the languages of young plurilingual learners (aged 3–4 and 5–6) in a pre-school situated in a marginalized area in La Reunion, a French island in the Indian Ocean and central hub of migration for families from neighbouring islands. We argue that translanguaging crossed with subaltern studies can be a powerful approach to deconstruct othering processes. Following this analysis, we propose a model for teacher education that includes three main objectives to rethink inclusion and social justice in a French post-colonial context