Multilingual learners learning about translanguaging through translanguaging

Abstract

Abstract Mobility, technology, personal and political circumstances provide enhanced opportunities for contact with new or different spaces, people, objects, and feelings. Such affordances in turn heighten possibilities for ways of thinking about or experiencing identity, agency, place, and perceptions of the world differently. In this paper, I draw on photographs, written artifacts, material objects, and interview data from two Japanese International students’ self-initiated project on undoing deeply ingrained cultural discourses and practices during their one-year study abroad program in Sydney. Using a narrative inquiry approach and drawing on ideas from translanguaging theory, I illustrate an accumulation of learning experiences that happened during the students’ out-of-classroom translanguaging practices that eventually led them to a transformational understanding of the importance of activating all of their meaning-making resources for meaningful self-development. Finally, I discuss the transformative value in enacting translanguaging practices in relation to language learning.

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