This book explores how bilingual academics draw on their full linguistic, cultural, and semiotic repertoires to conduct, communicate, and publish scholarly work. It challenges monolingual ideologies and language-separation mindsets in second language education. The author presents a theoretical framework and a literature review of translanguaging theory and its relationship to the professional activities of bilingual scholars. Through a narrative inquiry with three in-depth case studies, it investigates how Chinese-English bilingual scholars deploy their bilingual resources in teaching, research, and academic writing. Rooted in a sociocultural perspective on literacy, this book reframes bilingualism as a professional asset and a source of scholarly innovation. It argues that bilingual academics should be recognized not as exceptions but as models of a growing multilingual norm in higher education. This book will appeal to scholars and students of applied linguistics, bilingual/multilingual education, and higher education.
