Moment analysis and translanguaging space: discursive construction of identities by multilingual Chinese youth in Britain
TL;DR: In this paper, a combination of observation of multilingual practices and metalanguage commentaries by three Chinese youths in Britain was used to examine the creativity and criticality of these practices, the identity positions they construct and present for themselves, and the social spaces they create and occupy within the wider space they find themselves in.
About: This article is published in Journal of Pragmatics.The article was published on 2011-04-01. It has received 1056 citations till now. The article focuses on the topics: Translanguaging & Multilingualism.
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TL;DR: Translanguaging as a theory of language is discussed in this article, where the authors discuss the theoretical motivations behind and the added values of the concept, and elaborate on two related concepts: Translangling Space and Translanging Instinct, to underscore the necessity to bridge the artificial and ideological divides between the so-called sociocultural and the cognitive approaches to Translambaging practices.
Abstract: This article seeks to develop Translanguaging as a theory of language and discuss the theoretical motivations behind and the added values of the concept. I contextualize Translanguaging in the linguistic realities of the 21st century, especially the fluid and dynamic practices that transcend the boundaries between named languages, language varieties, and language and other semiotic systems. I highlight the contributions Translanguaging as a theoretical concept can make to the debates over the Language and Thought and the Modularity of Mind hypotheses. One particular aspect of multilingual language users’ social interaction that I want to emphasize is its multimodal and multisensory nature. I elaborate on two related concepts: Translanguaging Space and Translanguaging Instinct, to underscore the necessity to bridge the artificial and ideological divides between the so-called sociocultural and the cognitive approaches to Translanguaging practices. In doing so, I respond to some of the criticisms and confusions about the notion of Translanguaging.
1,027 citations
TL;DR: The concept of translanguaging is clarified, establishing it as a particular conception of the mental grammars and linguistic practices of bilinguals and of special relevance to schools interested in the linguistic and intellectual growth of bilingual students as well as to minoritized communities involved in language maintenance and revitalization efforts.
Abstract: The concept of translanguaging is clarified, establishing it as a particular conception of the mental grammars and linguistic practices of bilinguals. Translanguaging is different from code switching. Under translanguaging, the mental grammars of bilinguals are structured but unitary collections of features, and the practices of bilinguals are acts of feature selection, not of grammar switch. A proper understanding of translanguaging requires a return to the well known but often forgotten idea that named languages are social, not linguistic, objects. Whereas the idiolect of a particular individual is a linguistic object defined in terms of lexical and structural features, the named language of a nation or social group is not; its boundaries and membership cannot be established on the basis of lexical and structural features. The two named languages of the bilingual exist only in the outsider's view. From the insider's perspective of the speaker, there is only his or her full idiolect or repertoire, which belongs only to the speaker, not to any named language. Translanguaging is the deployment of a speaker' sf ull linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages. In schools, the translanguaging of bilinguals tends to be severely restricted. In addition, schools confuse the assessment of general linguistic proficiency, which is best manifested in bilinguals while translanguaging, with the testing of profi- ciency in a named language, which insists on inhibiting translanguaging. The concept of translanguaging is of special relevance to schools interested in the linguistic and intellectual growth of bilingual students as well as to minoritized communities involved in language maintenance and revitalization efforts.
964 citations
Cites background from "Moment analysis and translanguaging..."
...…for a variety of purposes, especially in education (Blackledge and Creese 2010; Canagarajah 2011a, 2011b; Creese and Blackledge 2010; García 2009; García and Wei 2014; García and Otheguy 2015; Hornberger and Link 2012; Lewis et al. 2012a, 2012b; Wei 2011; Lin 2014; Sayer 2013; Williams 1994)....
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...And this in turn has prevented many bilinguals from becoming successful creative and critical learners (Wei 2011)....
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TL;DR: In this paper, the authors trace the Welsh origins of translanguaging from the 1980s to the recent global use, analysing the development and extension of the term, and suggest that the growing popularity of the word relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism.
Abstract: The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for fut...
561 citations
TL;DR: This article analyzed the relationship between the new concept of translanguaging particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes.
Abstract: Following from Lewis, Jones, and Baker (this issue), this article analyses the relationship between the new concept of “translanguaging” particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes. The article considers the pedagogic nature of translanguaging in terms of language proficiency of children, developmental use in emergent bilinguals, variations in input and output, relationship to the subject/discipline curriculum, deepening learning through language development, cognitive development, and content understanding, and the role of children, including Deaf children, and in the use of translanguaging in educational activity. The conceptualisation of translanguaging is also shown to be ideological.
451 citations
Cites background from "Moment analysis and translanguaging..."
...Furthermore, Wei (2011b) maintains that ‘‘codeswitching is not simply a combination and mixture of two languages but creative strategies by the language user’’ (p. 374)....
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...For Li Wei (2011a), translanguaging and the idea of translanguaging space derive from the psycholinguistic notion of languaging, which moves on language as a noun to language as a verb thus stressing an ongoing psycholinguistic process....
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TL;DR: The authors argue that poststructuralist approaches, exemplified in the work of Jacques Derrida and Judith Butler, add an exploration of previously neglected factors such as the power of categories or the significance of desire in language.
Abstract: This article argues for the relevance of poststructuralist approaches to the notion of a linguistic repertoire and introduces the notion of language portraits as a basis for empirical study of the way in which speakers conceive and represent their heteroglossic repertoires. The first part of the article revisits Gumperz’s notion of a linguistic repertoire, and then considers the challenge to the concept represented by the conditions of super-diversity. It then argues that poststructuralist approaches, exemplified in the work of Jacques Derrida and Judith Butler, add an exploration of previously neglected factors such as the power of categories or the significance of desire in language. In the second part, this article considers a novel methodological approach to studying linguistic repertoires: a multimodal, biographical approach using a language portrait, which involves a close reading of the visual and verbal representation of linguistic experience and linguistic resources. The final part of the article discusses how a poststructuralist approach can contribute to expanding the notion of ‘repertoire’.
407 citations
References
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01 Jan 2012
TL;DR: The postcolonial and the post-modern: The question of agency as discussed by the authors, the question of how newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12.
Abstract: Acknowledgements, Introduction: Locations of culture, 1. The commitment to theory, 2. Interrogating identity: Frantz Fanon and the postcolonial prerogative, 3. The other question: Stereotype, discrimination and the discourse of colonialism, 4. Of mimicry and man: The ambivalence of colonial discourse, 5. Sly civility, 6. Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817, 7. Articulating the archaic: Cultural difference and colonial nonsense, 8. DissemiNation: Time, narrative and the margins of the modern nation, 9. The postcolonial and the postmodern: The question of agency, 10. By bread alone: Signs of violence in the mid-nineteenth century, 11. How newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12. Conclusion: 'Race', time and the revision of modernity, Notes, Index.
18,201 citations
Book•
01 Jan 1994
TL;DR: The postcolonial and the post-modern: The question of agency as mentioned in this paper, the question of how newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12.
Abstract: Acknowledgements, Introduction: Locations of culture, 1. The commitment to theory, 2. Interrogating identity: Frantz Fanon and the postcolonial prerogative, 3. The other question: Stereotype, discrimination and the discourse of colonialism, 4. Of mimicry and man: The ambivalence of colonial discourse, 5. Sly civility, 6. Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817, 7. Articulating the archaic: Cultural difference and colonial nonsense, 8. DissemiNation: Time, narrative and the margins of the modern nation, 9. The postcolonial and the postmodern: The question of agency, 10. By bread alone: Signs of violence in the mid-nineteenth century, 11. How newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12. Conclusion: 'Race', time and the revision of modernity, Notes, Index.
14,727 citations
TL;DR: In this paper, the authors present a plan of the present work, from absolute space to abstract space, from the Contradictions of Space to Differential Space, and from Contradictory Space to Social Space.
Abstract: Translatora s Acknowledgements. 1. Plan of the Present Work. 2. Social Space. 3. Spatial Architectonics. 4. From Absolute Space to Abstract Space. 5. Contradictory Space. 6. From the Contradictions of Space to Differential Space. 7. Openings and Conclusions. Afterword by David Harvey. Index.
10,114 citations
Book•
25 Dec 2021TL;DR: The aim of interpretative phenomenological analysis (IPA) is to explore in detail how participants are making sense of their personal and social world, and the main currency for an IPA study is the meanings particular experiences, events, states hold for participants as discussed by the authors.
Abstract: The aim of interpretative phenomenological analysis (IPA) is to explore in detail how participants are making sense of their personal and social world, and the main currency for an IPA study is the meanings particular experiences, events, states hold for participants. The approach is phenomenological (see Chapter 3) in that it involves detailed examination of the participant’s lifeworld; it attempts to explore personal experience and is concerned with an individual’s personal perception or account of an object or event, as opposed to an attempt to produce an objective statement of the object or event itself. At the same time, IPA also emphasizes that the research exercise is a dynamic process with an active role for the researcher in that process. One is trying to get close to the participant’s personal world, to take, in Conrad’s (1987) words, an ‘insider’s perspective’, but one cannot do this directly or completely. Access depends on, and is complicated by, the researcher’s own conceptions; indeed, these are required in order to make sense of that other personal world through a process of interpretative activity. Thus, a two-stage interpretation process, or a double hermeneutic, is involved. The participants are trying to make sense of their world; the researcher is trying to make sense of the participants trying to make sense of their world. IPA is therefore intellectually connected to hermeneutics and theories of interpretation (Packer and Addison, 1989; Palmer, 1969; Smith, in press; see also Chapter 2 this volume). Different interpretative stances are possible, and IPA combines an empathic hermeneutics with a questioning hermeneutics. Thus, consistent with its phenomenological origins, IPA is concerned with trying to understand what it is like, from the point of view of the participants, to take their side. At the same time, a detailed IPA analysis can also involve asking critical questions of the texts from participants, such as the following: What is the person trying to achieve here? Is something leaking out here that wasn’t intended? Do I have a sense of something going on here that maybe the participants themselves are less aware of?
5,225 citations
Book•
01 Jan 1993
TL;DR: The individual and social nature of bilingualism: bilingualism - definitions and distinctions the measurement of bilingualness languages in society language revival and reversal the development of bilingualisms second language acquisition theories of second-language acquisition bilingualism and intelligence bilingualism.
Abstract: Part 1 The individual and social nature of bilingualism: bilingualism - definitions and distinctions the measurement of bilingualism languages in society language revival and reversal the development of bilingualism second language acquisition theories of second language acquisition bilingualism and intelligence bilingualism and thinking cognitive theories of bilingualism and the curriculum. Part 2 Bilingual education and bilingual classrooms: types of bilingual education the effectiveness of bilingual education minority language learning, underachievement and biliteracy second language learning Canadian immersion classrooms a model and a framework of bilingual education the politics of bilingualism multiculturalism and anti-racism.
3,533 citations