School-based language instruction is (also) a political act that (re)produces linguicist standards, regulates language use and language norms. Therefore, the question arises of how language instruction can be designed from a critical anti-linguicist perspective, where language and power relations are not considered separately, and where creative, 'self-empowering' language acquisition and the linguistic competences of the learners are at the forefront. To explore this question, I turn to the concept of translanguaging, which, in its so-called strong version, departs from the idea that named languages exist only on a sociocultural level, but not within the individual itself (García & Lin 2016, Creese 2017). A translingual pedagogy is characterized by recognizing and incorporating the multilingualism of students. Instead of adhering to a standardized norm and focusing on perceived deficiencies, it acknowledges and includes the diverse language practices of students in the classroom (Garcia & Kleyn 2019). Educational approaches that primarily emphasize the transformative potential of translanguaging, rather than focusing solely on the direct benefits for learning the target language, underscore that translanguaging expands opportunities for learners' participation and challenges the hegemony of named languages (García & Leiva 2014, García et al. 2017, García & Kleyn 2019, Ortega 2019). While the benefits of translanguaging pedagogy in the context of second language learning of immigrant minorities are widely discussed (García & Kleyn 2016), this is not the case for the foreign language learning context so far. In my contribution, I would therefore first like to theoretically outline the potential of translanguaging for power-critical, anti-linguicist foreign language teaching. Following this, a study will be presented that implemented a teaching concept based on translingual pedagogy for German as a Foreign Language in a secondary school in Madrid over the course of a school year. Finally, insights into the collected data (including group discussions, students' work products, research diary notes and audio recordings of lessons) analyzed through a grounded theory approach (Charmaz 2014) are used to present and discuss initial results from a critical anti-linguicist perspective.

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