Accordingly, we acknowledge the sociohistorical and political embeddedness of language use and language beliefs. Ideologies are, in this sense, seen as "power-linked discourses" (Woolard, 1998: 7), which people eventually come to perceive and embody as neutral and universal truths by being socialized as members of different institutions, by engaging with state-enforced policies, and by interacting with other people. In particular, we are interested in how the MTI teachers come to maintain and reproduce dominant idealized conceptions of language and pedagogy. Considering that teachers often "become the main agents through whom ideology is spread" (Shohamy, 2006: 79), it is important to investigate their beliefs and practices, as these are shaped by the underlying "dominant language ideology" (Kroskrity, 1998) that is embodied in curricula, school manuals, teaching materials, and teacher education. They are also constantly being reinforced and justified in the communicative practices in which teachers engage (cf. Busch, 2014). Nevertheless, notions of ideological embodiment and reproduction should not be viewed as static or non-contradictory, nor do they exclude possibilities for contestation and renegotiation (cf. Canagarajah, 2013).In this chapter, we focus on how ideologies of language and pedagogy were explicitly articulated by the teachers in our study during interviews and in informal conversations with the authors, as well as how these ideologies were being "embodied in communicative practice" (Kroskrity, 2006: 496), that is, how the ideologies could be observed and "read from actual usage" (Kroskrity 2006: 505) during the MTI lessons (cf. Martínez, Hikida & Durán, 2015;Salö, 2015). The analyses of the teachers' articulated and embodied beliefs are also situated in a sociohistorical and political context, by taking into consideration the historical foundation of MTI in Sweden, and the subject's possibilities and limitations in terms of policy and practice.
Translanguaging and pedagogical translanguagingRecently, translanguaging has become a popular concept to describe and analyze language practices that occur in diverse settings (
