This book examines how literary fiction depicts multilingual practices and incorporates them on the level of the text. Multiple languages surround us today, rendered more visible in the digital and ...globalized age. In literature, too, languages intermingle, often to striking effect. The early twenty-first century has seen a new fascination with the age-old phenomena of literary multilingualism and translation on the part of writers and readers alike. In case studies of contemporary novels by Rabih Alameddine, Olga Grushin, Olga Grjasnowa, Michael Idov, Zinaida Lindén, Andreï Makine, and Eugene Vodolazkin, as well as a new look at Leo Tolstoy’s nineteenth-century classic War and Peace, this book shows how reading can become a translingual process.
Translingual Theory: Steven Kellman’s Studies Ovcherenko, Uliana V.; Tokareva, Nadezhda A.
Polilingvialʹnostʹ i transkulʹturnye praktiki (Online),
12/2023, Letnik:
20, Številka:
4
Journal Article
Recenzirano
Odprti dostop
In the modern world under the conditions of globalization, interest in the phenomenon of transcultural text is steadily increasing. Familiar terms of monoculture become irrelevant for describing ...modern cultural phenomena, in this connection we found that the term “bilingual” is insufficient, not fully reflecting the essence of the processes occurring in the writer’s thinking and literary text. We concluded that the term “translingual” is the most preferable and succinct. It includes the notion of a mutually enriching dialog of cultures, not just a nominal distinction of languages. The study of various approaches to the research of the process of transculturation, which is most vividly reflected in translingual literature, is conditioned by the need to expand the paradigm from which the literary bi-, poly- and translingual experience of the Russian-speaking world is to be considered. This unique phenomenon cannot be studied only within the framework of the narratives of the new age that has established itself in Europe, or exclusively in the logic of European modernity. If we set a task to find scientific works on transculturalism or translingual literature in Russian, we will encounter a negligible number of them. However, the reason for this will not be the lack of researchers’ interest in the subject of study, but it will be due to a difference in wording. The fact is that the term “transcultural literature” has not yet taken root on the territory of, for example, the post-Soviet space: the term “bilingual” literature is more often used to designate the subject of study. That is why in this article we will first outline the boundaries and define the essence of the research: we will consider the term “bilingualism”, its types, the relevance of this concept in the modern world in general and in the post-Soviet space in particular, compare it with the term “transculturality”, etc.; then we will prove why the term “translingual” has certain and obvious advantages over the term “bilingual”, and after that we will turn to the figure of Stephen Kellman as an apologist of the theory of transcultural literature. Within the framework of this paper we will analyze some of the scientific works of Russian-speaking researchers who write articles, monographs devoted to this topic.
•The relevance of translingualism to L2 writing is assessed.•Limitations of translingual approaches and underlying assumptions are discussed.•Excerpts of student writing are analyzed, focusing on the ...use of conversational patterns.•Suggestions are made to ground translingualism in research on language variation.•It is recommended that translingual scholars consider the unique demands of spoken and written genres.
Translingualism has become increasingly popular as a construct that captures the fluid nature of language(s) and writers’ ability to strategically draw from nonstandard language varieties, a practice referred to as “code-meshing.” This critical review reassesses the merits of translingualism in the context of L2 writing. While translingualism has blurred traditional boundaries between L1 and L2 writing, it remains unclear whether and how multilingual students would benefit from translingual pedagogy. Not only does translingualism appear to lack theoretical grounding in previous L2 writing research, scholars have also noted that students may be ill-equipped to engage in code-meshing if they lack proficiency in established varieties of the target language. In addition, it is uncertain whether code-meshing could contribute to more positive self-perceptions among multilingual students, as some practitioner-scholars have suggested. While recognizing code-meshing’s appeal as a strategy of hybridity, this paper concludes that L2 writing educators should therefore avoid uncritically adopting translingual approaches. The paper also makes a significant contribution by considering the differences between spoken and written forms of self-presentation, an overlooked distinction in the debate on language difference. Further research should help determine whether students experience the need or desire to code-mesh and negotiate translingual identities as writers.
W spadku po rodzicach Magdalena Roguska-Németh
Politeja,
02/2021, Letnik:
18, Številka:
1(70)
Journal Article
Recenzirano
Odprti dostop
Inherited from Parents: Identity Reconstruction Processes in the Narratives of Translingual Writers of Hungarian Origin Translingualism in the context of literature is a phenomenon that describes the ...works of authors who do not write in their mother tongue. Their works are narratives that transcend the boundaries of cultures and literary conventions and, as such, are not easily definable and analyzable. This fact is often the reason why their works are marginalized. The article is an analysis of works written by two authors of Hungarian origin. The first one, Viviane Chocas, writes in French, while the second, Melinda Nadj Abonji, in German. Both are therefore translingual, although this is not their only point of similarity. Their works are clearly autobiographical and both describe a similar process: that of the reconstruction of Hungarian identity, which was suppressed by their parents or blurred in earlier generations. That fact entitles us to look at their works from the point of view of the so-called post-memory, a phenomenon first described by Marianne Hirsch. In the course of the analyses, it turns out that the protagonists of the discussed works have a different attitude to their parents’ heritage and adopt different strategies of dealing with the past. While Ildikó, the protagonist of Melinda Nadj Abonji’s novel, decides to cut off both symbolically and physically from the past, Klara, from the novel by Viviane Chocas, feels an irresistible urge to learn about the difficult fate of her ancestors.
This makerspace-based assignment is designed to cultivate students' literate agency and their awareness of semiotic resources in two-year college contexts. The maker movement in education has been ...predominantly studied in business, science, and engineering fields and in four-year colleges. Networking translingual and transmodal scholarship and the maker movement, I devised a makerspace-based writing assignment as a scaffolding project to support students' analysis on their digital practices in the corequisite developmental writing courses and the composition courses in a community college. Although students' responses varied, I argue that this assignment can benefit two-year college students and offer social implications in multiple ways: it can promote students' access to the emerging trend of the maker movement and DIY fabrication culture; it encourages students to employ their multilingual and multimodal resources with an awareness of their changing literate ecologies; it can help them build their literate agency and transfer the maker mindset to other rhetorical environments such as their workplace or discipline-specific writing situations.
•The study considers the social justice potential of critical language awareness and critical reflection in L2 writing.•It distinguishes critical language awareness and translingualism.•It ...qualitatively analyzes L2 writing, revealing the manifestations of critical language awareness and critical reflection.•It provides concrete examples of social justice-oriented L2 writing.
L2 writing pedagogies have traditionally raised students’ language awareness. By drawing attention to the form, structure, and properties of the target language, traditional paradigms foster L2 writers’ language and literacy development, but do not necessarily enhance their capacities for critical reflection on matters of social and linguistic responsibility. This paper explores the social justice potentialities that critical language awareness (CLA; Fairclough, 1992) and critical reflection (CR; Mezirow, 1990) hold together as pedagogies for the L2 writing classroom. It features the collaborative self-study research of a university developmental English writing instructor who presents three case studies of ESL writers, and reveals how the pedagogical phenomena appear to manifest in each students’ writing. The instructor’s own interpretations are questioned by a “critical friend”, who provides a trusted critique, and supports the instructor in identifying changes to her practice (Pinnegar & Hamilton, 2009). The article concludes with the instructor’s own critical reflection. Ultimately, the article offers further ways that CLA and CR can be fostered together in writing instruction. It proposes that L2 writers may become more socially and linguistically responsible individuals as they write and reflect on their own experiences with language differences.
It is essentially the story of a Man from Babel who seeks, through linguistic, psychological and philosophical struggles, an occidental unity within himself and the world around him; who believes ...finally that the Occident is One, and that the Columbian reality represents the hope for a new dynamic synthesis of races and languages. Eugene Jolas, Synopsis for an Autobiography 1 The article analyzes Eugene Jolas’ two multilingual poems “Frontier-Poem” (1935) and “America Mystica” (1937) in the transnational context of European Union and hemispheric conceptualizations of the Americas to show how Jolas worked towards a new paradigm and terminology to name the transnational identities created through mass migrations and unstable boundaries of the late nineteenth and early twentieth century. With poetic sensibility forged at the confluence of the utilitarian jargon of journalism and the irrepressible plurality of the collective unconscious, Jolas’s cosmopoetics offered the universal language of Atlantica, which, paradoxically, was to be both all-inclusive (consisting of essences of all idioms in the world) and universally spoken. Only such a language promised literary expression for the “frontierwhorlroamer”, whose poetics grew out of linguistic mixtures of transcontinental wandering.
With the establishment of a Jewish settlement in Palestine in the early 20th century, and a Hebrew culture with it, furious debates arose among Jewish writers about the future of Jewish literary ...multilingualism. Until this period, the idea that Jewish monolingualism was a preferred mode of cultural existence or that a writer would have to choose between the two primary languages of European Jewish cultural production was a relatively new one. Polylingualism had been characteristic of Jewish culture and literary production for millennia. But in modernity, Jewish nationalist movements, particularly Zionism, demanded a monolingual Jewish culture united around one language. Nonetheless, polylingual Jewish culture has persisted, and despite the state of Israel’s insistence on Hebrew as the national language, Israeli multilingualism has surged in recent years. This article surveys a number of recent developments in translingual, transcultural, and transnational Israeli literary and cultural forms
In this paper, we present a research approach that sheds light on how netizens on social media perform and negotiate their multimodal and multisemiotic repertoires embedded within their social media ...languaging practices. This approach brings multimodal social semiotics into conversation with the normativity of translingualism to problematise the notion of languages as being ‘ordinary’ or ‘mundane’, and to illustrate how translingual netizens deploy their knowledge of the features of different language scripts, modalities and ‘small things’ (e.g., the use of emojis, replies, and comments) to increase and exploit their communicative capacity. In order to explore this claim, drawing upon digital ethnography approaches as our guiding methodology, the study investigates a YouTube post and responding comments from Global South settings. We illustrate that the subtext of their translingual practices is influenced by how they move beyond discourses and ideologies from the Global North. The analysis will consider the nature of communication in the aforementioned online communities from historical and contemporary perspectives, focusing on how our participants exploit local linguistic diversity as a resource and on how they extract a piece of text or discourse from its original context and bring it to a new context (i.e., online) and modify this material so that it fits into the new context. This article, therefore, contributes to the emerging body of work on the normativity of translingualism in communities around the world.
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