Mediation practices of pluri-lingual/cultural, and transnational educators and researchers: a collaborative autoethnography

Abstract

In shifting the field of applied linguistics towards more dynamic and holistic language perspectives and practices, the concept of mediation has helped frame language use and users as part of social, agentive, collaborative communication processes within and across languages. While mediation is typically used in relation to language learners (Council of Europe, Citation2020), the concept can also be applied to language professionals. This collaborative autoethnographic study explores the mediation practices influencing the identities, teaching, and research of two pluri-lingual/cultural, transnational educators. Adopting a collaborative autoethnographic approach (Chang et al., Citation2013), we collected data through interview questions, tandem writing and written dialogic conversations. The collected data was analyzed through an inductive thematic approach (Braun et al., Citation2019) to capture the plurilingual, pluricultural, and transnational repertoire and mediation practices we engage in. We position ourselves as participants to co-explore our distinct and intersecting lived experiences as teachers and researchers in applied linguistics and language education. Our study suggests that mediation transcends the confines of a primarily pedagogical application, revealing to be a dynamic and fundamentally constitutive process for the negotiation of identities as individuals, educators, and researchers, as it actively molds the modalities individuals adopt to create new meaning.

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