Translingualism Research Papers - Academia.edu (original) (raw)

La complejidad lingüística del mundo contemporáneo se refleja cada vez más en el ámbito literario. Este artículo pretende examinar los espacios multilingües de los llamados escritores translingües, que se sitúan entre fronteras y, por lo tanto, entre lenguas. En particular, se analizará el caso de la escritora Jhumpa Lahiri, la cual, desde su novela In altre parole (2015), decidió sumergirse en la lengua italiana y expresar su creatividad en este "tercer espacio", además del inglés y el bengalí. El caso de Lahiri nos lleva a reflexionar también sobre la relación entre migración, traducción e identidad.

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- Literatura, Identidad, Translingualism, Jhumpa Lahiri

Children's names play a critical role in early literacy learning at home (Martens, 1999) and in classroom settings (McNair, 2007). However, children who are linguistically and/or racially minoritized often experience the denigration, mispronunciation, or changing of their names in schools. In this study, we examined how second-grade students composed poetry about their own names using the poem "My Name Is Jorge" / "Me llamo Jorge" (Medina, 1999, pp. 6-7) as a mentor text. Drawing on critical orientations to the elementary writing workshop (Lewison & Heffernan, 2008) and theories of translingual writing (Canagarajah, 2013), we used qualitative methods to document how young children wrote across languages and modes to enact resistance against the changing and/or mispronunciation of their names. However, we also describe how a small group of children wrote in ways that seemed to reinscribe dominant discourses, asserting preferences for names more closely associated with English and whiteness. This study suggests that young children can intentionally and skillfully draw on the breadth of their communicative repertoires to enact resistance in and through their writing. It also underscores the complexities and tensions associated with enacting a critical approach in elementary writing classrooms.

- by Emily Machado
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- Young children's writing, Translingualism, Critical Literacy, Writing Workshop

El compromiso con la identidad y la lengua en Najat El Hachmi

- by Katiuscia Darici
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- Literatura, Literatura catalana, Translingualism, Filologia Catalana

Although the first world, as seen through the lens of academia, seems to be prospering, and the third world has found its own place in the postcolonial intellectual order, the post-cold war world of semi-peripheries in East and Central Europe (ECE) has largely disappeared from the discourse of Comparative Literature. It sometimes appears as a convenient intellectual counterpoint or is included in postmodernist or postcolonial narratives; in both cases, however, it doesn’t convey regional specificity or allow local voices to speak. Both strategies – core and postcolonial – expropriate the semi-peripheral realm of second-world non-places.

- by Adam F. Kola
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- Philology, Intellectual History, World Literatures, Comparative Literature
- by Kevin Perez
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- Bilingual Education, Heritage language studies, Korean Education, Translingualism

My presentation explores the interface of self-translation and translingualism through the examination of Jhumpa Lahiri’s works in Italian. The main idea of my paper is that if self-translation entails “rewriting” (Bassnett and Lefevere 1990) – a linguistic creative process that enables a text to move between languages and yet remain “original” – Lahiri’ s recent “voluntary exile” in Italian testifies a translingual engagement that complicates her Bengali-American identity. My aim is to illustrate how practices of Lahiri’s Italian non-fiction, in In altre parole (2015) and Il vestito dei libri (2017), offer insights on the question of subjectivity, as well as underlying a fluid movement between languages. While I contend that Lahiri’s translingual imagination, as Kellman (2000) argues, involves a sort of linguistic “matricide,” I also claim that such a condition of loss may be seen as an advantage. My case study beautifully demonstrates this paradox insomuch as the adopted language may become a “fragile shelter,” affording Lahiri creative distance and metamorphic opportunities. I finally suggest that Lahiri’s translingual wandering can be read as a compensative solution in the throes of a problematic construction of a sense of the self.

- by Angelo Monaco
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- Self-translation, Translingualism, Jhumpa Lahiri

Aims and Objectives/Purpose/Research Questions: This article aims to understand how a young person develops as a translingual writer and which discursive strategies she identifies as important in this process. Neda (pseudonym) has never learnt to write in Turkmen, which is her home language, but is developing as a confident writer in Norwegian, which is the language of the school.
Design/Methodology/Approach: Situated within a linguistic ethnographic framework, indepth interviews with the young person were conducted as part of a year-long fieldwork. One interview focused on Neda’s writing experiences in general, and the other two examined how she experienced writing selected poems. Data and Analysis: The data for this article are three in-depth interviews with Neda produced
over a month’s time, field notes taken in school across that same period, seven poems written at home, and two written in school. The analysis had a joint focus on linguistics and ethnography, identifying core themes.
Findings/Conclusions: Neda drew on translation and translingual remixing strategies when writing poetry on her own initiative to develop her voice, which indicates a strong sense of agency. In line with a translingual orientation to communication and literacy, these discursive strategies transcend individual languages and involve diverse semiotic resources in situated meaning construction. Both strategies contribute to creating a deeper understanding of the Norwegian language resources in her repertoire and to finding her voice as a transnational young person.
Originality: Few studies have offered detailed insight into how young people reflect upon their development as translingual writers in their spare time and which strategies they identify as important to do so.
Significance/Implications: The study contributes to the debate of how teachers can create a space for translingual writing by acknowledging and further developing young people’s own discursive strategies, involving their entire linguistic repertoire.

- by Joke Dewilde
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- Literacy, Translation Studies, Multilingualism, Adolescent Literacy

ABSTRACT: This paper addresses literacy from the perspective of deaf education studies 1, analyzing how this concept has reframed understandings about educational practices for deaf students, more specifically, the teaching of reading and writing in Portuguese. Based on three publications, two in the early 2000s related to scientific events in the field and a more recent one from 2018, we intend to show that a dialog was initially constructed between the concept of literacy as social practice and the sociolinguistic concept of bilingualism, which has been re-appropriated as a bilingual education project for the deaf. During this process, specific language practices have been established that have direct implications on how classroom literacy for deaf students has been seen until the present time. RESUMO: Neste artigo tematizamos o conceito de letramento a partir da sua retomada nos estudos sobre educação de surdos 1. Analisamos e argumentamos como esse conceito foi alçado para ressignificar o entendimento das práticas escolares desenvolvidas com alunos surdos, mais especificamente, o ensino da leitura e da escrita em português, num conjunto de textos pertencentes a três publicações-duas do início dos anos 2000, relacionadas a eventos científicos relevantes na área, e outra mais recente, do ano de 2018. Conforme pretendemos mostrar, esses trabalhos constroem, inicialmente, uma interlocução entre o conceito de letramento como prática social e o conceito sociolinguístico de bilinguismo (re)apropriado ao projeto de educação bilíngue para surdos. Nesse processo, instauram-se práticas de língua(gem) específicas a esse contexto, com repercussões diretas no modo como o letramento em sala de aula com alunos surdos vem sendo pensado até os dias de hoje. Palavras-Chave: Letramentos; Educação Linguística; Educação de Surdos; Minorias 1 This discussion began in Nogueira (2015) and has had a direct relationship with the development of the FAPESP research project "Semiotic Repertory and Education of the Deaf: Multilingualism and Multimodality in the Context of Sign Language" (n.2017/20256-0), as well as a current postdoctoral research project entitled "Interfaces entre o português e os repertórios sociossemióticos de aprendizes surdos" (Interfaces between Portuguese and socio-semiotic repertories of deaf learners).

- by Aryane S Nogueira
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- Literacy, Language Education, Languages and Linguistics, Deaf studies

Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically majoritized and minoritized students were learning English as an additional language. Data are drawn from four months of linguistic ethnographic fieldwork at a Norwegian upper secondary school and include field notes, video and screen recordings, texts, language portraits, and teacher and student interviews. I found that trans-languaging was marked in two largely separate ways: (1) bilingual English-Nor-wegian practices were more frequently marked in accelerated and mainstream settings, in relation to students' perceived English proficiency level; whereas (2) translanguaging drawing on minoritized languages was more consistently marked in all three settings as a deviation from majority linguistic practices, thus distinguishing majoritized (English-Norwegian) from minoritized translanguaging. Implications include the importance of analyzing translanguaging in relation to locally salient discourses and contextualizing pedagogical interventions in larger struggles for justice.

- by Ingrid Rodrick Beiler
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- Multilingualism, English language teaching, Norway, Translingualism

Ce livre propose une lecture d’Agota Kristof à la lumière de sa situation d’écrivaine translingue.
Agota Kristof est une auteure pour laquelle le français est une langue apprise tardivement et par une démarche individuelle. L'ouvrage prend en compte l’ensemble de son œuvre, y compris ses poèmes hongrois, de publication récente, qui n’ont pas encore fait l’objet d’étude.
Le translinguisme, mode d’existence ainsi que thème constant de l’œuvre, constitue un accès privilégié aux textes. Il permet d’interroger les positionnements de l’auteure, les transformations de sa poétique, ses stratégies d’écriture, et de démontrer que l’expérience du changement de langue – de vie et d’écriture – a contribué de manière décisive à l’élaboration de la poétique de l’auteure.

- by Sara De Balsi
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- Francophone Literature, Self-translation, Exile Literature, Borders and Frontiers

In this article, I argue that academic language is a raciolinguistic
ideology that frames racialized students as linguistically deficient
and in need of remediation. I propose language architecture as an
alternative framing of language that can serve as a point of entry for
resisting these raciolinguistic ideologies in both research and practice.
I use this framework as a lens for analyzing the literacy demands
of the Common Core State Standard (CCSS). Using data collected as
part of a larger ethnographic study, I illustrate how Latinx children
from bilingual communities have unique opportunities for engaging
in the language architecture called for in the standards. I then
describe a unit plan that I developed from this perspective. I end
with a call for situating language architecture within broader political
struggles seeking to dismantle the political and economic inequities
that are the root causes of deficit perspectives of Latinxs and other
racialized students.

- by Nelson Flores
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- Languages and Linguistics, Race and Racism, Colonialism, Applied Linguistics
- by Jennifer Leeman and +1
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- Critical Pedagogy, Critical sociolinguistics, Heritage language studies, Teaching Heritage Languages

Traditional notions around research and teaching tend to project the two as separate, often conflicting, activities. My dissertation challenges this perceived dichotomy and explores points of connections, or continuities, between teaching and research through my own practice as an adjunct community-college English as a Second Language (ESL) instructor as well as a doctoral candidate at a research-intensive university. I use Wenger’s (1998) framework of communities of practice to locate my practitioner research at the intersections of the academic community and the teaching community. I also employ Cochran-Smith and Lytle’s (2009) ideas around the dialectic of practice and research to conceptualize the integration of research and practice in my dissertation project.
I employ a pluralistic approach to the dissertation design and procedures by drawing upon and adapting elements from different research traditions and approaches in ways that best fitted my integrated practitioner research. Keeping doability and ethicality as my guiding principles, I provide authenticity to the thesis report by writing with deep reflexivity. With inquiry as my ongoing stance, I identify ways in which I integrated teaching and research: by primarily harnessing teaching tools to do research, and research tools to teach. I then propose that practitioner inquiry is an ongoing process, wherein the practitioner researcher analyzes in-depth a specific aspect of her pedagogy post-instruction to make research non-parasitic on teaching. I provide an example of such an ongoing inquiry by analyzing deeply a specific aspect of my own instruction—global Englishes and translinguistic identities in my ESL classroom.
I thus make a case for engaging in practitioner inquiry that integrates teaching and research, and discuss the implications of my dissertation work for teacher preparation and professional development, doctoral education, TESOL and community college practice, as well as practitioner research at large. I finally conclude my doctoral thesis by reimagining myself as a pracademic: a coherent unified and hybrid identity that allows me to be both a practitioner and an academic at the same time without privileging either role; and invite my readers to push the boundaries of their own thinking about the roles of teachers and researchers in the academy.

- by Rashi Jain
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- TESOL, Practitioner Inquiry, Teacher Research, Practitioner Research

This article reports from five years of qualitative research into the languages and literacies of language brokers during tutoring sessions between emergent bilingual elementary school students, their mothers, and homework mentors at an after-school program in New York City. My research explores the translanguaging practices (García, 2009; 2012) of participant youth language brokers who simultaneously translated and interpreted homework with adults. I examine translanguaging events during homework tutoring, documenting how practices such as language brokering develop tactical repertoires for youths communicating language arts assignments between their mothers, mentors, and peers. Emergent bilingual youth and their homework mentors at the after-school program involved Spanish dominant mothers in English language activities, permitting mothers increased collaboration in their children's homework assignments. Together, families and mentors worked to pool their bilingual resources in the practices of doing monolingualized homework multilingually and with meaningful involvement.

Introduction to the "Literary Multilingualism" issue of Stanford University's Dibur Literary Journal, fall 2019

- by Chen Bar-Itzhak
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- Comparative Literature, Hebrew Literature, Jewish Studies, Translation Studies

[PARAGRAPH 1]: One of the major challenges in researching literary translingualism in the Philippines emerges from the discomforts of applying the current scholarly models to the specificities of linguistic diversity in this former colony of Spain and the U.S. in Southeast Asia. If, as Kellman posits, literary translingualism encompasses texts “written in a language other than the author’s primary language” (“Does Literary Translingualism Matter?” 109), any endeavor to investigate translingual literature in the Philippines will have to resolve first how a language achieves primacy. Should primacy always refer to the author’s L1? Can it also be an author’s dominant L2? What happens when an author is a simultaneous bilingual and thus has multiple L1s? Alternatively, if by translingual literature we mean texts “written in a language not native to the author, in two languages, or in a mix of languages” (Kellman and Lvovich 152), we need to figure out how an author becomes native to a language. A straightforward response cannot always be had in the Philippines, a linguistically plural society where code- switching is widely used as a mode of discourse (Thompson 1– 2). Implicit in such models is the widely held belief that monolingualism is the default mode of authoring literature (Wiggin 488). Translingual literature is hence thought of as a marked piece of writing in somebody else’s tongue or in a babel of tongues, or what Kellman calls as monolingual translingualism and ambilingualism, respectively ( The Translingual Imagination 19). But what happens if the linguistic borderlines that should contain literature are fluid to begin with? Does writing in a language that by definition is a composite of languages make one a translingual author?

- by Marlon James Sales
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- Translation Studies, Spanish, Multilingualism, Philippines

Учебно-методическое пособие «Основы речевой коммуникации» авторов Луговской Е.Г., Романенко В.А., посвящено основам коммуникативной деятельности и нацелено не столько на обучение речевому общению путем совершенствования навыков письменной и устной речи, сколько на углубление знаний о речевой коммуникации и развитие умения вдумчивого, аналитического чтения и письма, постижения художественного образа, проникновения в культурный код иноязычного текста, декодирования национально специфических смыслов текста.
В пособии приведены основные понятия теории речевой коммуникации, рассмотрены ключевые понятия речевой коммуникации - культура и коммуникация, знак и другие базовые категории. Пособие содержит вопросы и задания по смежным курсам «Риторика», «Культура речи», «Теория коммуникации», «Введение в теорию межкультурной коммуникации», теоретические сведения, необходимые для повышения эффективности речевой деятельности во всех ее проявлениях.
Система упражнений направлена на расширение понимания тройственности структуры языковой личности, которая представлена в рамках антропоцентрической парадигмы современного языкознания, что позволяет рассматривать такие традиционные понятия как художественный образ и художественный текст с точки зрения теории коммуникации. Вопросы и задания по синтактике, семантике и прагматике коммуникации составлены таким образом, чтобы аналитическая работа по декодированию текста, герменевтике текста, вопросам перевода текстов способствовала освоению речевых тактик и психологических приемов коммуникативного взаимодействия вообще.
Пособие состоит из 9 разделов, логика представления которых позволяет посмотреть на речевую коммуникацию с разных позиций и в конечном итоге применить полученные в процессе выполнения заданий отдельные навыки в комплексном анализе переводного текста, который требует не механистического кодирования и декодирования информации, а творческого подхода к интерпретации такого текста. Примеры анализа текстов, подсказки и другие обучающие материалы помогают читателю структурировать уже известную информацию по теории речевого воздействия, обогащая ее новыми сведениями и деталями понимания.
Интересный иллюстративный материал, отобранный из текстов публицистической, научной, художественной литературы, визуального искусства, позволяет рассматривать пособие и как источник общекультурной информации, которой обязан владеть каждый современный человек.
Учебно-методическое пособие «Основы речевой коммуникации» авторов Луговской Е.Г., Романенко В.А. рекомендуется к использованию в учебном процессе бакалаврами, магистрами, аспирантами по направлениям подготовки «Языкознание и литературоведение», «Искусствознание», «Культуроведение и социально-культурные проекты», «Средства массовой информации и информационно-библиотечное дело», «Перевод и переводоведение».

- by Helena Lugowska
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- Semiotics, Text Mining, Linguistics, Translation

Santiago's text appeared as Puerto Ricans began recognizing their bilingual, post-national "borderland" identity as normative. Santiago’s representation of jibarismo is a radical intervention. The “pale man of the mountain,” historically white-washed, is darkened, and is often embodied by women. Santiago anticipates themes of post-nationalism and hemispheric American culture. In revisiting and historicizing When I Was Puerto Rican, I explore the implications of Roberto Strongman's remark that Santiago's childhood under governor Luis Muñoz Marín marks the protagonist as “the personification of the Estado Libre Asociado.” She embodies a cultural identity that was politically designed as a a way to avoid two dystopian outcomes, both statehood and independence.
[This is part of the Sea Crossings trio of chapters in my book Trilogies as Cultural Analysis].

- by Gregory Stephens
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- American Literature, Cultural Studies, Latino/A Studies, Latin American Studies

This article re-examines the distinction between native and nonnative students that writing programs adopt in structuring their courses. It critiques the monolingual orientation based on ideologies of language ownership, homogeneity, and territoriality that this distinction is based on and develops a more expansive translingual orientation relevant to diversity in globalization and multilingualism. After articulating the changes involved in facilitating literacy acquisition, it examines the uptake of writing scholars to address their concerns. The article ends by illustrating how policy level changes can be made to accommodate the emerging orientations of translingualism by discussing how New York State secondary school teachers have implemented the Common Core State Standards.

This article draws from scalar theory to examine how textual diversification can engage with linguistic and social structures to both pluralize academic writing and facilitate an alternate structuration of publishing policies and practices. It adopts indexical analysis to demonstrate how non-normative linguistic choices can gain uptake for meanings and status in academic communication, leading to the rescaling of vernacular resources in global publishing contexts. The author illustrates from his own academic publishing to demonstrate how he engaged with the different communicative contexts and changing geopolitical and epistemological conditions to introduce his heritage languages and literacy practices towards decolonizing academic writing. The article demonstrates the possibility of paradoxical outcomes such as the following: it is possible to have norms and also variation at the same time; structure and change can be simultaneous; the diverse spaces between the macro and micro might allow for different representational possibilities; and the rhizomatic and layered social, spatial and temporal scales mediate structures and agency for new alternatives.

- by Suresh Canagarajah
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- Composition and Rhetoric, Sociolinguistics, Academic Mobility, TESOL

In this article, we argue that the pedagogical practices of teachers who have translinguistic histories, and indeed of all teachers, should be reconceptualized as solidly embedded within the context of their linguistic and social identities, and we explore the implications of such embeddedness for teacher educators. Pushing beyond the potentially over-simplistic dichotomy between native and non-native speaking English teachers (NEST/NNEST) (Higgins, 2003; Moussu and Llurda, 2008), we draw on identity as
pedagogy (Morgan, 2004) in the context of multilingualism and global situatedness. We call for TESOL (Teachers of English to Speakers of Other Languages) teacher educators to explicitly and deliberately support teacher candidates’ understandings of the ways in which their lives interact with their teaching. In acknowledging that our teaching practices are informed by our life histories and that our identities impact our pedagogies, we as educators can strategically position ourselves to tap into identities as a pedagogical resource. In the following piece, we draw from the traditions of narrative inquiry and practitioner inquiry to share our collaborative reflections on our own pedagogical practice in order to create a space of support for multilingual, transnational teachers and teacher educators developing their pedagogical practice. We offer three narrativized examples from our own lives in classrooms to illustrate how the embodied identities that teachers perform, in these cases multilingual and globally situated identities, can be read and deployed in different ways.

- by Rashi Jain and +1
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- Teacher Education, Second Language Teacher Education, Teacher Identity Formation, Translingualism

Though applied linguists have critiqued the concept of the native speaker for decades, it continues to dominate the TESOL profession in ways that marginalize nonnative English–speaking teachers. In this article, we describe a naturalistic study of literacy negotiations in a course that we taught as part of the required sequence for a TESOL teacher education program. The course had the explicit goals of (a) supporting preservice teachers, many of whom are nonnative English speakers, in challenging these native-speaker ideologies, and (b) introducing preservice teachers to translingualism as a framework for challenging these ideologies with their own students. We focus on one of the culminating projects, in which students developed their own projects that enacted the new understanding of language associated with translingualism. By looking closely at the journey of three students through this project, we shed light on the possibilities and challenges of bringing a translingual perspective into TESOL teacher education, as well as the possibilities and challenges confronted by preservice TESOL teachers who are nonnative English speakers in incorporating a translingual perspective into their own teaching. These case studies indicate that providing nonnative English teachers with opportunities to engage in translingual projects can support them both in developing more positive conceptualizations of their identities as multilingual teachers and in developing pedagogical approaches for students that build on their home language practices in ways that challenge dominant language ideologies.

- by Nelson Flores and +1
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- Teaching English as a Second Language, Teacher Education, Multilingualism, Sociolinguistics

This study addresses the phenomenon of literary bilingualism by investigating the simultaneous interplay of multiple discourses and languages in Khaled Hosseini's novels. It primarily focuses on metaphors in his fiction, which lend a unique sense of translingualism and multiculturalism to his work. Hosseini's overt and covert use of metaphors reveals an allegiance to several languages that are spoken in Afghanistan and the region, including Pashto, Persian, Arabic and Urdu. His double cultural and discursive belonging suggests a case for post-structural translingualism, a fluid bilingualism belonging simultaneously to all the languages in one's repertoire. These metaphors, along with his characteristic narrative and linguistic strategies, give Hosseini a unique linguistic persona. This study addresses, inter alia, the self-translating aspect of Hosseini as an author whose works remain marvels of interwoven languages and identities.

poesía, novela, literatura, indigenismo, arte

- by Paul Guillen
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- ROBERTO BOLAÑO, Translingualism, Juan Larrea, Nicanor Parra

The article focusses on the narrative work of Amara Lakhous, an Algerian writer using Italian as language of literary expression, and well known to a wider readership in Italy and abroad especially for his novel "Scontro di civiltà per un ascensore a Piazza Vittorio" (Roma, e/o: 2006). Starting from the very first presentation of this novel by the Roman pubblishing house, the study tries to see if this novel could be defined a re-writing of Gadda's novel "Quer pasticciaccio brutto de' Via Merulana". Furthermore, other aspects of intertextuality are examined, first of all the structural and thematic similarities with Italian comedy movies from the 1950s to the 1970s: an aspect which until now has not been sufficiently examined, and which seems to offer the main access to Lakhous' narrative style.

- by nora moll
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- Arabic Literature, Migrant Literature, Contemporary Italian Literature, Translingualism
- by Linus Salö
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- Languages and Linguistics, Sociolinguistics, Linguistic Anthropology, Embodiment

English as a second language (ESL) classrooms in the United States increasingly include students who have had exposure to more than one global context of English. Unless explicitly dis- cussed, the variations within global Englishes can lead to confu- sion and obstruct learning. In addition, sometimes teachers fail to acknowledge the Englishes that their students bring into the classrooms as valid and valuable, and miss an opportunity to teach their students even more effectively. Teachers who are themselves familiar with global contexts of English can draw upon their own translingual practices and translinguistic identi- ties to validate their students’ Englishes while teaching the tar- get variety and developing their students’ translingual competence. Translingualism in TESOL is emerging as a new paradigm, and the advances that have been made in theoriza- tion about translingual practices need to be supplemented with translingual pedagogies. In response, this article presents a practitioner research report on teaching ESL in a community college from a translingual perspective, and offers snapshots of classroom discussions around variations in postcolonial English- es. The author emphasizes the need for teachers to acknowledge and validate the Englishes and translinguistic identities present in their classrooms, and shares implications for ESL practitio- ners’ professional development, teacher education programs, as well as practitioner research.

- by Rashi Jain
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- Practitioner Research, Translingualism, English as a global language, Global Englishes

Scottish Gaelic, among the nearly 7,000 languages spoken in the world today, is endangered. In the 1980s the Gaelic Medium Education (GME) movement emerged with an emphasis on teaching students all subjects via this ancient tongue with the hope of revitalizing the language. Concomitantly, many linguists have called for problematizing traditional definitions of language. The notion of translingualism, the idea that languages are not discrete, monolithic entities, runs counter to the ideology of languages as specifically representing one culture and one place. As language revitalization programs such as GME have a documented history of asserting traditional language ideologies, teachers are major purveyors of language ideologies, and language ideologies shape language policies, the goal of this qualitative case study was to explore the language ideologies of GME teachers in an urban setting as those ideologies relate to translingualism and to understand the core components of second language acquisition (SLA) that those teachers believe are essential in such a setting. The data sources include semi-structured, focused interviews with five participants. Through open, axial, and selective coding, a number of themes emerged. The findings suggest that language ideologies regarding translingualism are complex; furthermore, some of the components of SLA particular to GME in urban settings include making the language relevant to students and modeling the language outside of the school. Implications for this study for policy makers, practitioners, and researchers are discussed.

The translingual turn has prompted various attempts at curricularizing “translingual writing.” However, if such writing, indeed any writing, continues to be bound to prevailing assessment practices, then we potentially sustain and exacerbate inequitable sociolinguistic economies and relations. Lee argues that questions of whether to invite and how to assess translingual writing are secondary to questions of how to go about translanguaging assessment, which entails the application of theoretical tenets of translingualism toward a reimagination of existing assessment ecologies.

- by Jerry Won Lee
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- Composition and Rhetoric, Sociolinguistics, Applied Linguistics, Translingualism

This essay examines the notion of “translational writing” – literary texts which bear the traces of multiple languages, foregrounding and dramatizing the processes of translation of which they are both product and representation – through detailed examination of two recent novels set in London: Leila Aboulela’s Minaret (2005), and Xiaolu Guo’s A Concise Chinese-English Dictionary for Lovers (2007). Both novels are narrated by their female protagonists, whose movement between linguistic planes defines a distinctively feminized, translingual identity. Each works to destabilize the assumed relationship between language and national belonging, in part by recasting London as a space of translation: a city of immigrants defined by its polyglossia, and a node in a deterritorialized transnational linguistic order. Yet, while both novels explore the possibilities, risks, and limitations of a life lived between languages, they also demonstrate that translational literature, like translation theory, offers no consensus on the practice of translation. Their divergent conclusions – about the relationship between languages, about the nature and purposes of translation, about the connections between language and truth – reveal much about the complexities of translational writing.

Focusing on resisting the hegemony of English or protecting vernaculars without addressing material inequalities is a misguided activity, as many scholars (including Hultgren 2020) have observed. Along those lines, applied linguists have recently argued that identity politics is ineffective without distributive justice (Block 2018); pedagogical changes without social structural changes (Flores 2013); or communicative, writing, and textual resistance without congenial institutionalized policies (Kubota 2014). These are important correctives for practitioners who might be too focused on making spaces for classroom and communicative changes in isolation from material and structural considerations. However, we have to also adopt a more complex orientation to material conditions and the way they relate to language inequalities when power finds more creative forms of control and expansion, as in the apparatuses of biopolitics in neoliberal conditions. I engage with Marxist orientations to language, especially perspectives on the base and superstructure, to deepen the materialist perspective on language politics. Though not all critical applied linguists are Marxists, we are indirectly influenced by Marxist orientations in our activist practice. Sometimes scholars adopt reductive versions of Marxism for polemical purposes, despite the complex debates that are going on. A revisit will help us develop a deeper orientation to language politics that addresses our contemporary challenges.

- by Suresh Canagarajah
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- Sociolinguistics, Critical Pedagogy, TESOL, Applied Linguistics

This article examines the novel and film Balzac et la Petite Tailleuse chinoise, by the Franco-Chinese writer and filmmaker Dai Sijie, the story of which takes place against the background of the Cultural Revolution. The first part of my analysis will make clear how the film illuminates and dramatizes the special texture, aesthetic and structure of the novel, highlighting the cinematic sensibility of Dai's literary aesthetic. I then move on to investigate the linguistic aspects of the various translations between the novel and the film in French, Mandarin Chinese and Sichuanese. The aesthetic effects of dub-bing, in particular, will allow me to investigate new possibilities of reading exophone literature. Finally, this paper highlights the central role of oral sto-rytelling in the Chinese tradition in/through various forms of translation: interlingual as well as intermedial. In so doing, this article aims to add nuance to and enrich current debates on issues such as intercultural misreading and exoticism in Dai's works.

- by Olga ANOKHINA
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- Multiculturalism, Multilingualism, Plurilingualism, Cognition and Multilingualism

I analyze the discussions surrounding the Gee’s Bend quilts—beautiful, abstract, work-clothes quilts created by African American women in rural Alabama in conditions of extreme poverty. Originally created for everyday use, the quilts incorporate irregularities and deviations in pattern, design, stitching, and technique that speak to the material conditions in which they were produced. The “high-art” world has come to celebrate the quilts for their modernist aesthetic and in the process has attempted to redefine the Gee’s Bend tradition in particular ways. My study of the quilts builds on the move toward recognizing the multiple media, modes, and literacies in which transnational actors compose. Moreover, I argue that we should view quilting as a technology for communicating African American female literacies. The Gee’s Bend quilters employ quiltmaking as a vehicle to construct their own discourse(s)—a way to (re)write the material conditions of their lives. I argue that the quilters challenge the field’s understanding of what and who counts in the production of writing and how we think about difference and repetition in writing.

- by Mikhail A Rodionov
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- Orientalism, Translingualism, Interculturality
- by Stavroula Katsiki
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- World Literatures, Multilingualism, Migrant Literature, World Literature

This annotated bibliography is intended to provide WPAs with an overview of scholarship and debate on two related issues: 1) the global spread and, consequently, differentiation of English into world Englishes; and 2) more general perspectives on language difference. Insofar as there is growing linguistic heterogeneity both among the population of students enrolling in composition curricula and among the readers, including faculty, for whom these students write, it’s imperative that composition curricula and composition teaching and courses be designed to acknowledge and make productive use of this changed linguistic landscape.

The paper explores the use of varied semiotic resources in the linguistic, social and cultural practices of young adults in the context of Bangladesh and Mongolia. Based on a translinguistic analysis (including pre-textual history, contextual relations, sub-textual meaning, intertextual echoes and post-textual interpretation) of these practices, and linking this to other recent calls to reconceptualise the notions of bilingualism and multilingualism, this paper combines Bakhtin's heteroglossic and Pennycook's transgressive approaches to the analysis of language practices through what we call a transglossic framework. The paper examines four sets of on/offline linguistic practices taken from two large ethnographic projects from Bangladesh and Mongolia and unravels the ways young adults recycle linguistic and cultural elements from popular culture and mobilise a range of semiotic resources for their communicative purposes. The paper finally suggests that a sophisticated theoretical construction of language as proposed by Bakhtin and Pennycook needs to be addressed and complemented with an equally advanced analytic tool, such as this transglossic framework.

- by Sender Dovchin and +2
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- Semiotics, Asian Studies, Multiculturalism, Intercultural Communication

Zuo Ya’s new book, Shen Gua’s Empiricism, explores the life and idea of Shen Gua, and the history of knowledge in the Northern Song dynasty with a historical epistemological approach, and argues the empirical stance of Shen Gua reveal the emergence of a new kind of epistemology. This article analyzes the ways in which Zuo Ya weaves a network of concepts around empiricism, and builds a historical and intellectual ground to use these concepts.

- by Hao Chen 陳昊
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- Song Dynasty, Historical Epistemology, History of knowledge, Translingualism