Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations

Autor/in	Canagarajah, Suresh
Titel	Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations
Quelle	In: Applied Linguistics, 39 (2018) 1, S.31-54 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amx041
Schlagwörter	Code Switching (Language); Translation; Multilingualism; Bilingualism; Linguistics; STEM Education; Communication Strategies; Postmodernism; Research; Language Usage + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bilingualismus; Linguistik; STEM; Kommunikationsstrategie; Postmoderne; Forschung; Sprachgebrauch
Abstract	The expanding orientations to translingualism are motivated by a gradual shift from the structuralist paradigm that has been treated as foundational in modern linguistics. Structuralism encouraged scholars to consider language, like other social constructs, as organized as a self-defining and closed structure, set apart from spatiotemporal "context" (which included diverse considerations such as history, geography, politics, and society). Translingualism calls for a shift from these structuralist assumptions to consider more mobile, expansive, situated, and holistic practices. In this article, I articulate how a poststructuralist paradigm might help us theorize and practice translingualism according to a spatial orientation that embeds communication in space and time, considering all resources as working together as an assemblage in shaping meaning. I illustrate from my ongoing research with international STEM scholars in a Midwestern American university to theorize how translingualism will redefine the role of constructs such as language, non-verbal artifacts, and context in communicative proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01