Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese-American Student in Guatemala

Autor/inn/en	Quan, Tracy; Menard-Warwick, Julia
Titel	Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese-American Student in Guatemala
Quelle	In: Modern Language Journal, 105 (2021) 1, S.355-370 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quan, Tracy) ORCID (Menard-Warwick, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12701
Schlagwörter	Multilingualism; Study Abroad; Spanish; Educational Experience; Second Language Learning; Self Concept; Vietnamese People; Asian Americans; Cultural Background; Metacognition; Student Attitudes; Assignments; Second Language Instruction; Foreign Countries; Intercultural Communication; Communicative Competence (Languages); English (Second Language); Guatemala + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Studies abroad; Auslandsstudium; Spanisch; Bildungserfahrung; Zweitsprachenerwerb; Selbstkonzept; Asian immigrant; United States; Asiatischer Einwanderer; USA; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Assignment; Auftrag; Zuweisung; Fremdsprachenunterricht; Ausland; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning--that is, they engage in translingual practice. This article presents the case of Terry--a Vietnamese-American learner of Spanish--during a 13-week stay in Guatemala as she navigates and reflects on her sense of self. Employing translingual practice and symbolic competence as theoretical frameworks, this study examines how Terry drew on her cultural and linguistic background to understand her experiences abroad and in turn, how an abroad experience encouraged critical self-reflection. Through a thematic analysis of interviews, course assignments, and audio-recorded classroom observations, the findings illustrate how an abroad curriculum that emphasized structured critical reflection and local engagement encouraged Terry's development of critical translingual competence; an awareness of the symbolic significance of meaning-making resources across contexts; and the inextricable connections among identity, language, and culture. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01