"Thanks, Shokran, Gracias": Translingual Practices in a Facebook Group

Autor/inn/en	Kulavuz-Onal, Derya; Vásquez, Camilla
Titel	"Thanks, Shokran, Gracias": Translingual Practices in a Facebook Group
Quelle	In: Language Learning & Technology, 22 (2018) 1, S.240-255 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Multilingualism; Social Media; Code Switching (Language); Language Teachers; English (Second Language); Discourse Analysis; Ethnography; Interviews; Documentation; Computer Mediated Communication; Second Language Learning; Language Usage; Language of Instruction; Spanish; Semitic Languages; Foreign Countries; Egypt; Argentina + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Soziale Medien; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Diskursanalyse; Ethnografie; Interviewing; Interviewtechnik; Dokumentation; Computerkonferenz; Zweitsprachenerwerb; Sprachgebrauch; Teaching language; Unterrichtssprache; Spanisch; Arabisch; Hebräisch; Ausland; Ägypten; Argentinien
Abstract	The affordances associated with networked multilingualism (Androutsopoulos, 2015) have led social media scholars to replace traditional notions of code-switching with broader concepts such as translingual practices. In an attempt to further our understanding of online multilingual linguistic practices in the context of educational telecollaboration, we examined a series of interactions taken from a larger online ethnography of a global community of English as a foreign language (EFL) educators. We describe and illustrate how, when, and why participants drew on their multilingual repertoires within a Facebook group, created by two EFL teachers for their students and where English served as the primary shared linguistic resource. Taking a computer-mediated discourse analytic approach to analyzing data that included a total of 1,206 posts and comments on the group's Facebook page, ethnographic interviews with the teachers, and online documents from their telecollaboration, we found that although this group was discursively constructed as an English-only zone by the teachers for their students to practice English, all participants--especially the teachers--eventually broke this rule, as they drew on both Spanish and Arabic for a variety of purposes, such as selecting an addressee, establishing solidarity, and modeling intercultural sensitivity. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01