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Abstract
This qualitative empirical study explores the perspectives of college students around translanguaging: a theory, practice, and pedagogy that has grown in popularity over the past decade, particularly within the field of applied linguistics. The majority of studies applying this pedagogical approach have taken place in K-12 classrooms and have focused on the experiences and behaviors of multilingual students. This study took place in a general education classroom at UNC Charlotte, where both monolingual and multilingual undergraduate students developed the knowledge to better understand multilingualism and dialect variation in the United States. Twenty-five participants from the fall 2022 semester completed surveys, provided coursework, and/or participated in follow-up interviews. Thematic analysis of the data revealed how and why students may uphold the role of SAE in the college classroom despite having an understanding of linguistic subordination and an appreciation for linguistic diversity. It also provided insight into the many barriers and considerations which need to be taken into account when applying a translanguaging pedagogy in a setting where monoglossic pedagogy has been the long-established default.