Learning music en la frontera: Translanguaging and multimodal assemblages in a community-based violin education program

Abstract

This study explores translanguaging as it is entangled with human bodies and the non-human world in a music classroom at the U.S. and Mexico border. Such an approach is significant in that it departs from much of translanguaging research with its lingua-centric focus. In applying a translanguaging framework along with that of assemblage, findings show language to be inseparable from action and the cultural surround (including cultural artifacts such as violins). Through such assemblage, a teacher, along with her pupils, build a creative and affective environment that draws upon local cultural resources of the border for children to learn meaningful and aesthetic cultural activity—that of playing the violin. These findings have relevance to emergent bilingual populations who particularly benefit from arts settings where they can employ their dynamic and diverse repertories of meaning-making.

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