This edited volume offers an intellectually engaging exploration of translingualism, framed as the coexistence of contradictory ‘forms of life’, as Daniel Silva suggests in his closing commentary. The volume argues that ‘playfulness’ in individuals’ translanguaging practices often co-exists with experiences of ‘precarity’ stemming from their marginalization and experiences of social injustice. This dialectical interaction between ‘playfulness’ and ‘precarity’ is understandable, as any ‘deviant’ language use by the powerful tends to become normalized and thus requires no celebration as subversive. In contrast, any deviant patterns of language use—such as the interweaving of multiple semiotic codes—by marginalized individuals are often viewed as acts of resistance, challenging the linguistic norms imposed by the establishment. Celebrating such joyful translanguaging practices thus acknowledges the ability of the ‘downtrodden’ to speak back and assert agency over their life trajectories, even faced with highly marginalized conditions. The volume recognizes this stark reality, urging readers to move beyond merely celebrating playful translingual practices and to take further action to address the systemic injustices that shape them.

The volume is organized into thirteen chapters across four parts, starting with an introductory chapter (chapter 1) that defines key concepts and provides a rationale for this collective effort. Part 1 consists of four chapters which present a compelling case, supported by empirical evidence, for moving beyond a focus on translingual playfulness to address precarity. Sender Dovchin, Toni Dobinson, Qian Gong, & Paul Mercieca (chapter 2) share poignant stories of migrant female scholars who construct emotionally safe spaces through translingual practices, enabling them to share their experiences of vulnerability and precariousness. In these spaces, these women used creative linguistic devices to construct and share traumatic experiences (e.g. separation from family during the Covid-19 lockdown) without fear of judgement. Hae Ree Jun & Junko Mori (chapter 3) examine translingual interactions in a Japanese restaurant in Toronto, revealing the complex power relationships mediated by different linguistic resources which are valued for different purposes. Non-Japanese staff attempted to use Japanese in their workplace interactions to meet the expectations of their Japanese-speaking managers, while those same managers used English to engage with customers. Both groups experience different forms of precarity: managers must cater to an English-speaking clientele, while non-Japanese staff seek better working conditions through their interactions with Japanese-speaking managers. Emi Otsuji & Alastair Pennycook (chapter 4) advance the notions of language ideological assemblage (i.e. bringing together different ideologies) and entanglement (i.e. interconnectedness between language and many factors such as those with learning environments), illustrating the complex relationships underlying individuals’ translingual practices. These practices are not solely associated with employment needs, such as meeting employers’ linguistic expectations; they also reflect individuals’ ‘own sense of belonging and the use of their linguistic resources’ to create their own identities (69). Otsuji & Pennycook remind readers that factors other than marginalization are at play, and individuals use translingual practices to achieve multiple goals, such as locating themselves within a community. Mei French, Necia Stanford-Billinghurst, & Janet Armitage (chapter 5) explore how Australian First Nations women use translingual practices for masking, concealing parts of their linguistic and cultural identities, and for multitasking, using different linguistic resources to achieve diverse purposes. These practices demonstrate the potential of translingual practices as tools for individuals to navigate marginalized, precarious positions and pursue their aspirations in specific contexts.

Part 2 comprises three chapters that delve into online activism, exploring the relationship between translingual practices and individuals in precarious conditions. Margaret R. Hawkins & Nikhil M. Tiwari (chapter 6) offer a thought-provoking account of how a video titled Hunting birds forsSauce, created by youth in rural Uganda, was misinterpreted by youth living in a slum in a major Indian city. While the African youth intended to showcase their skills in catching birds for cooking, some Indian youth perceived the act as being driven by poverty—likely reflecting their own daily experiences. This misinterpretation highlights how precarious conditions can lead individuals to project their own circumstances onto others, creating a transposed understanding of shared struggles. Rhonda Oliver & Mike Exell (chapter 7) examine how an Aboriginal artist uses different visual and linguistic resources in his work to construct and represent his cultural and ethnic identity for a variety of purposes, such as protesting the erasure of Black history. Interestingly, his online communication is significantly less translingual than his offline interactions. The authors suggest that this may be associated with his experience of precarity when facing an unknown online audience, in contrast to the safer space for translingual practices he experiences in offline communities. Lyana Sun Han Chang & Suresh Canagarajah (chapter 8) highlight the delicate balancing act of translingual practices adopted by two Spanish-speaking migrants. As they meshed Spanish into their online English narratives, one migrant aimed to convey an identity aligned with his Mexican heritage, while the other protested the treatment of immigrants in the United States. Both maintained deference to mainstream society by predominantly using English. Such code meshing reduces the risks of exposure to critical censorship, creating a safe space for them to advocate for immigrants in the United States. Collectively, these chapters underscore the limitations and complexities faced by individuals in marginal situations as they navigate translingual practices.

Part 3 consists of three chapters on critical pedagogy, exploring how an understanding of playfulness and precarity in translanguaging can be used to develop pedagogical practices to empower individuals and improve their conditions. Gillian Wigglesworth & Rhonda Oliver (chapter 9) remind teachers that Aboriginal students bring rich linguistic resources and cultural knowledge into the classroom, which should be acknowledged and leveraged to support their learning. The authors advocate for empowering pedagogical practices which celebrate children's translingual practices and warn against teaching approaches that place them in precarious conditions. Bruce Horner (chapter 10) draws attention to translingual practices from ‘consumption to production’ in the pedagogical process (194). The chapter contends that most translingual practices are not as immediately noticeable as provocative examples like Li Wei's (Reference Wei2018) use of ‘democrazy’. Instead, Horner highlights instances of phrases like ‘blind of their ignorance’ and ‘by consequence’, which might seem typical of English usage for many readers but reveal students’ use of French knowledge ‘to advance a subtle conceptual distinction’ (190). Sarah Hopkyns & Shaila Sultana (chapter 11) report on a comparative study of translingual identities at English-medium universities in Abu Dhabi and Dhaka. In both contexts, students expressed resistance to using their full linguistic repertoires but engaged in translingual practices which appeared to contradict this. At the same time, the use of translingual practices by students and faculty alike contradicted the English-only policies of these universities. For this reason, the authors advocate for legitimizing translingual practices in English-medium universities to alleviate the sense of precarity experienced by students and faculty when using their full linguistic repertoires.

Part 4 includes two chapters that encourage readers to advance the current discussion on translingual practices. Sinfree Makoni & Adrian Pablé (chapter 12) raise an ontological question about language and call for a lay-oriented approach to conceptualizing translanguaging, emphasizing that laypeople ‘experience communication as an integrated continuum, not as compartmentalized activities’ (224). This approach minimizes the perception that translanguaging is a concept imposed on the Global South from the Global North and makes it more acceptable for scholars endorsing southern perspectives. It is interesting to note that this lay-oriented approach can potentially change the meaning of precarity and enable people to recognize ‘opportunities for flexibility, creativity, innovation, latitude, and room for complex maneuvers’ (233). In the final chapter (13), Daniel N. Silva proposes that playfulness and precarity be regarded as two forms of life. He urges readers to imagine these forms of life that ‘do not surrender to or freeze in the face of precarity’ (245). Translingual practices are needed by individuals to respond to their situation of precariousness.

As readers, we feel that the contributors and editors make a compelling case for readers to be critically aware of individuals’ sense of precarity even as they produce playful language through translanguaging. Their intended message reminds us of Lao Tzu, an ancient Chinese philosopher, who pondered about the interaction between fortune and misfortune and concluded that good fortune follows upon disaster and disaster lurks within good fortune. Overall, chapters in the volume do not dwell on the precarity of translanguaging individuals. Instead, they emphasize the positive contributions translanguaging can potentially have for various groups, such as Aboriginal students and international students. What concerns us is that the positive tone throughout the chapters regarding students’ precarity may divert readers’ attention from the significant structural injustices and inequities that profoundly shape the precarity of both language learners and teachers. While individual learners’ outstanding performance in response to contextual constraints should be noted, applied linguistics researchers need to continue advocating for learners that have traditionally been framed within negative discourses. Ideally, translingual practices should create space for language learners and teachers to reflect on their marginalization and share their experiences, ultimately empowering them to take greater control over their learning and claim ownership of the teaching process.