TY - JOUR
T1 - Cruzar fronteras em espaços acadêmicos
T2 - Transgressing "the limits of translanguaging"
AU - O'Connor, Brendan H.
AU - Mortimer, Katherine S.
AU - Bartlett, Lesley
AU - De La Piedra, María Teresa
AU - Rabelo Gomes, Ana Maria
AU - Mangual Figueroa, Ariana
AU - Novaro, Gabriela
AU - Faulstich Orellana, Marjorie
AU - Ullman, Char
N1 - Publisher Copyright:
© 2019 Walter de Gruyter GmbH, Berlin/Boston.
PY - 2022/3/1
Y1 - 2022/3/1
N2 - Scholarship on translanguaging and related concepts has challenged traditional assumptions about how people use their multiple languages, urging us to move beyond the boundaries of named linguistic codes and toward conceptualizations of multilingual language use as flexible use of a speaker's whole linguistic repertoire. Critiques of this theoretical shift have included assertions of translanguaging's conceptual and practical limits - limits to its transformative potential as well as limits to its practical use. This paper takes up, in particular, the question of why we academics may assert the value of translanguaging in schools and communities while still largely failing to move beyond monoglossic English norms in our own academic spaces of professional practice (Jaspers, 2018), especially in the dissemination of research. Acknowledging this hegemony as well as its potential disruption, we present a counterexample of an academic research conference that developed as a trilingual, translingual space unlike most other spaces of research dissemination. In this polyvocal, translingual reflection, we describe and analyze the event from the perspectives of conference organizers, keynote speakers, and attendees. We explore the factors that constituted the transformative nature of the conference's translanguaging space and offer some preliminary principles of language planning for translingual academic spaces.
AB - Scholarship on translanguaging and related concepts has challenged traditional assumptions about how people use their multiple languages, urging us to move beyond the boundaries of named linguistic codes and toward conceptualizations of multilingual language use as flexible use of a speaker's whole linguistic repertoire. Critiques of this theoretical shift have included assertions of translanguaging's conceptual and practical limits - limits to its transformative potential as well as limits to its practical use. This paper takes up, in particular, the question of why we academics may assert the value of translanguaging in schools and communities while still largely failing to move beyond monoglossic English norms in our own academic spaces of professional practice (Jaspers, 2018), especially in the dissemination of research. Acknowledging this hegemony as well as its potential disruption, we present a counterexample of an academic research conference that developed as a trilingual, translingual space unlike most other spaces of research dissemination. In this polyvocal, translingual reflection, we describe and analyze the event from the perspectives of conference organizers, keynote speakers, and attendees. We explore the factors that constituted the transformative nature of the conference's translanguaging space and offer some preliminary principles of language planning for translingual academic spaces.
KW - higher education
KW - language planning
KW - linguistic hegemony
KW - multilingualism
KW - translanguaging
UR - http://www.scopus.com/inward/record.url?scp=85069762395&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85069762395&partnerID=8YFLogxK
U2 - 10.1515/applirev-2019-0003
DO - 10.1515/applirev-2019-0003
M3 - Article
AN - SCOPUS:85069762395
SN - 1868-6303
VL - 13
SP - 201
EP - 242
JO - Applied Linguistics Review
JF - Applied Linguistics Review
IS - 2
ER -