R. K. Rahardi, Wahyudi Rahmat, R. Tiawati, Y. Setyaningsih
This cyberpragmatic study investigates the correlation between spatial multimodal cybertext environments and their psychological impact on speech intent. The research delves into speech fragments in diverse cybertextual contexts across social media platforms. The methodology involves data identification, transcription, classification, and typification. Similarly, looking at things, the study shows that the physical settings of cybertexts have a big effect on the everyday meanings of words, acting as background, determinant, emphasis enhancer, reinforcement, illustration, and signal for speech intent. The research explores the distinct role of each category in shaping speech intention within spatial cybertexts, underscoring how these insights can facilitate effective communication and their psychological impact on speech intent, particularly for language learners on social media platforms.
{"title":"Unraveling the psychological impact of spatial cybertext environments on speech intent","authors":"R. K. Rahardi, Wahyudi Rahmat, R. Tiawati, Y. Setyaningsih","doi":"10.1075/aila.23022.rah","DOIUrl":"https://doi.org/10.1075/aila.23022.rah","url":null,"abstract":"\u0000 This cyberpragmatic study investigates the correlation between spatial multimodal cybertext environments and their\u0000 psychological impact on speech intent. The research delves into speech fragments in diverse cybertextual contexts across social\u0000 media platforms. The methodology involves data identification, transcription, classification, and typification. Similarly, looking\u0000 at things, the study shows that the physical settings of cybertexts have a big effect on the everyday meanings of words, acting as\u0000 background, determinant, emphasis enhancer, reinforcement, illustration, and signal for speech intent. The research explores the\u0000 distinct role of each category in shaping speech intention within spatial cybertexts, underscoring how these insights can\u0000 facilitate effective communication and their psychological impact on speech intent, particularly for language learners on social\u0000 media platforms.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to conduct a thorough examination of the semantic space of a literary text, taking into account the preservation and stylistic alteration of both the explicit and implicit meanings of the work during the translation process. The study is grounded in a methodological approach that combines theoretical, conceptual, and comparative methods, along with elements of lexical semantics, to analyse a literary work. This study focused on examining how extralinguistic reality is reflected in verbal expressions, both explicitly and implicitly. The research also involved a detailed analysis of the semantic space, taking into account its conceptual layers, translation strategies, and methods (such as transliteration and the use of descriptive constructions). Furthermore, the study examined the semantic and stylistic transformations of these concepts and reflected on the parameters that shape the semantic structure of a literary text. The study’s materials can be utilised to examine the techniques and approaches involved in constructing the conceptual framework of a translated text. This is achieved through the use of explicit and implicit lexico-semantic tools such as metaphorics, symbolism, subtext, folklore, and historical allusions.
{"title":"Analysing the explicit and implicit semantic structure of the Iljas Esenberlin novel trilogy “Nomads”","authors":"Assel Baikadamova, Aigul Bizhkenova","doi":"10.1075/aila.23008.bai","DOIUrl":"https://doi.org/10.1075/aila.23008.bai","url":null,"abstract":"\u0000 The study aims to conduct a thorough examination of the semantic space of a literary text, taking into account the\u0000 preservation and stylistic alteration of both the explicit and implicit meanings of the work during the translation process. The\u0000 study is grounded in a methodological approach that combines theoretical, conceptual, and comparative methods, along with elements\u0000 of lexical semantics, to analyse a literary work. This study focused on examining how extralinguistic reality is reflected in\u0000 verbal expressions, both explicitly and implicitly. The research also involved a detailed analysis of the semantic space, taking\u0000 into account its conceptual layers, translation strategies, and methods (such as transliteration and the use of descriptive\u0000 constructions). Furthermore, the study examined the semantic and stylistic transformations of these concepts and reflected on the\u0000 parameters that shape the semantic structure of a literary text. The study’s materials can be utilised to examine the techniques\u0000 and approaches involved in constructing the conceptual framework of a translated text. This is achieved through the use of\u0000 explicit and implicit lexico-semantic tools such as metaphorics, symbolism, subtext, folklore, and historical allusions.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Declaration on the Construction of New liberal Arts released in 2020 put forward curriculum-based ideological and moral education, quality culture, interdisciplinary integration and mode innovation as principles for new liberal arts construction, which are later adopted as language policy support underlying Chinese Russian language teachers’ (RLTs) career development. Against this backdrop, we focused on the issue of Russian language teachers’ agency in response to the call under the guidance of the ecological theory. We applied the ecological lens to researching how RLTs interact with diverse contextual factors at different subsystems to seek their professional development. The current study explored RLTs’ agency exercise experiences through semi-structured interviews with three RLTs working in Chinese universities. The findings showed that Chinese RLTs generally held a positive attitude towards the new education policy, while their potential for mobilizing was directly associated with the contingent policy of their local institutions. What’s more, their career prospects rested upon their career planning and personality. The study provides useful insights into teacher agency for less-commonly-taught languages and the different subsystems constraining their agencies. Given the relatively small sample size involved in the study and the strong dependence on interview-based data, further study based on larger sample size and multidimensional data with adequate cross-validation is expected.
{"title":"Chinese Russian language teachers’ agency in response to the New Liberal Arts policy","authors":"Yuan Tao, Lei Cai","doi":"10.1075/aila.23019.cai","DOIUrl":"https://doi.org/10.1075/aila.23019.cai","url":null,"abstract":"\u0000\u0000 The Declaration on the Construction of New liberal Arts released in 2020 put forward curriculum-based ideological and moral education, quality culture, interdisciplinary integration and mode innovation as principles for new liberal arts construction, which are later adopted as language policy support underlying Chinese Russian language teachers’ (RLTs) career development. Against this backdrop, we focused on the issue of Russian language teachers’ agency in response to the call under the guidance of the ecological theory. We applied the ecological lens to researching how RLTs interact with diverse contextual factors at different subsystems to seek their professional development. The current study explored RLTs’ agency exercise experiences through semi-structured interviews with three RLTs working in Chinese universities. The findings showed that Chinese RLTs generally held a positive attitude towards the new education policy, while their potential for mobilizing was directly associated with the contingent policy of their local institutions. What’s more, their career prospects rested upon their career planning and personality. The study provides useful insights into teacher agency for less-commonly-taught languages and the different subsystems constraining their agencies. Given the relatively small sample size involved in the study and the strong dependence on interview-based data, further study based on larger sample size and multidimensional data with adequate cross-validation is expected.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sariani Sariani, M. Khairat, W. Haslina, Baety Baetty
In developing English as a Lingua Franca, educators and researchers must employ new methods in language acquisition to make the learners internationally intelligible and comprehensible. This study aimed to determine the implication of infinite access to Automatic Speech Recognition (ASR)-based language-learning program promoting pronunciation skills acquisition of vocational higher education students. In this study, the students learned English as Lingua Franca (ELF) through a collaborative approach. It applied a qualitative approach with 67 first-year university students from three intact classes as participants. One class of 24 students was assigned as the first group utilising the ASR BoldVoice as the additional learning materials in their speaking class. In contrast, the other two classes of 43 students were set as the second and third groups carrying out conventional learning procedures. The development of participants’ utterances was analysed in terms of fluency, completeness, and accuracy at pre- and post-test. In order to support the obtained data, a semi-structured interview was performed right after the post-test. The result showed that the pronunciation skill of the experimental group was significantly improved in particular phones of pronunciation: /ch/, /th/, /sh/, and /j/. The analysis of the interview data confirmed that the students gained substantial improvement with regard to their pronunciation and communicative competence compared to the conventional learning process.
在将英语作为通用语言发展的过程中，教育工作者和研究人员必须采用新的语言习得方法，使学习者能够在国际上理解英语。本研究旨在确定以自动语音识别（ASR）为基础的语言学习程序对促进高等职业教育学生掌握发音技能的影响。在这项研究中，学生们通过合作的方式学习英语（ELF）。研究采用定性方法，以来自三个班级的 67 名大学一年级学生为参与者。其中一个 24 人的班级被指定为第一组，在口语课上使用 ASR BoldVoice 作为额外的学习材料。相比之下，另外两个班级的 43 名学生分别被定为第二组和第三组，采用传统的学习程序。在测试前和测试后，我们从流利度、完整性和准确性方面分析了学员的口语发展情况。为了支持所获得的数据，我们在测试后立即进行了半结构化访谈。结果表明，实验组学生的发音技能在特定的发音音素方面有了明显的提高：/ch/、/th/、/sh/和/j/。对访谈数据的分析证实，与传统的学习过程相比，学生在发音和交际能力方面有了很大的提高。
{"title":"ASR-based system for promoting pronunciation","authors":"Sariani Sariani, M. Khairat, W. Haslina, Baety Baetty","doi":"10.1075/aila.23021.sar","DOIUrl":"https://doi.org/10.1075/aila.23021.sar","url":null,"abstract":"\u0000 In developing English as a Lingua Franca, educators and researchers must employ new methods in language\u0000 acquisition to make the learners internationally intelligible and comprehensible. This study aimed to determine the implication of\u0000 infinite access to Automatic Speech Recognition (ASR)-based language-learning program promoting pronunciation skills acquisition\u0000 of vocational higher education students. In this study, the students learned English as Lingua Franca (ELF) through a\u0000 collaborative approach. It applied a qualitative approach with 67 first-year university students from three intact classes as\u0000 participants. One class of 24 students was assigned as the first group utilising the ASR BoldVoice as the\u0000 additional learning materials in their speaking class. In contrast, the other two classes of 43 students were set as the second\u0000 and third groups carrying out conventional learning procedures. The development of participants’ utterances was analysed in terms\u0000 of fluency, completeness, and accuracy at pre- and post-test. In order to support the obtained data, a semi-structured interview\u0000 was performed right after the post-test. The result showed that the pronunciation skill of the experimental group was\u0000 significantly improved in particular phones of pronunciation: /ch/, /th/, /sh/, and /j/. The analysis of the interview data\u0000 confirmed that the students gained substantial improvement with regard to their pronunciation and communicative competence\u0000 compared to the conventional learning process.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Experimental research on the processing of literary metaphors in a foreign language (L2) is scarce, as well as research on how non-native speakers perceive the aesthetic value of such metaphors. The paper aims to gain a deeper insight into the topic. Method: The team experiment1 was conducted in 2022 at the University of Warsaw. The methodology consisted of both online (eye tracking) and offline (comprehension tests, appreciation ratings) methods. The following research questions were formulated: (a) How do we process literary metaphors in L2? (b) Is their processing cognitively demanding? (c) How well do people understand literary metaphors in a foreign language? (d) How do we evaluate their aesthetic value? The participants were Polish EFL students (English level B2 and higher) who were given an excerpt from “The Picture of Dorian Gray” by Oscar Wilde. The experimental group read the original text with metaphors, and the control group read an adapted text where metaphors were rewritten in plain language. Results: (1) Non-native readers process metaphors significantly slower than they do non-metaphorical expressions (a three-stage model of metaphor processing in L2). (2) All eye-tracking parameters were much higher for metaphors, indicating increased cognitive load. (3) Non-native readers rate the aesthetic value of metaphors in L2 higher than they do the corresponding non-metaphorical expressions. In addition, the more aesthetically appreciated the metaphor was for the respondents, the more time they spent on its reading. Conclusion: The processing of literary metaphors in L2 is associated with increased cognitive load and enhanced aesthetic evaluation.
{"title":"Processing and appreciation of literary metaphors in English as a foreign language","authors":"M. Płużyczka, Ainur Kakimova, Akshay Mendhakar","doi":"10.1075/aila.23024.plu","DOIUrl":"https://doi.org/10.1075/aila.23024.plu","url":null,"abstract":"\u0000 \u0000 Purpose: Experimental research on the processing of literary metaphors in a foreign language (L2) is\u0000 scarce, as well as research on how non-native speakers perceive the aesthetic value of such metaphors. The paper aims to gain a\u0000 deeper insight into the topic.\u0000 \u0000 Method: The team experiment1 was conducted in 2022 at the\u0000 University of Warsaw. The methodology consisted of both online (eye tracking) and offline (comprehension tests, appreciation\u0000 ratings) methods. The following research questions were formulated: (a) How do we process literary metaphors in L2? (b) Is their\u0000 processing cognitively demanding? (c) How well do people understand literary metaphors in a foreign language? (d) How do we\u0000 evaluate their aesthetic value? The participants were Polish EFL students (English level B2 and higher) who were given an excerpt\u0000 from “The Picture of Dorian Gray” by Oscar Wilde. The experimental group read the original text with metaphors, and the control\u0000 group read an adapted text where metaphors were rewritten in plain language.\u0000 \u0000 Results: (1) Non-native readers process metaphors significantly slower than they do non-metaphorical\u0000 expressions (a three-stage model of metaphor processing in L2). (2) All eye-tracking parameters were much higher for metaphors,\u0000 indicating increased cognitive load. (3) Non-native readers rate the aesthetic value of metaphors in L2 higher than they do the\u0000 corresponding non-metaphorical expressions. In addition, the more aesthetically appreciated the metaphor was for the respondents,\u0000 the more time they spent on its reading.\u0000 \u0000 Conclusion: The processing of literary metaphors in L2 is associated with increased cognitive load\u0000 and enhanced aesthetic evaluation.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In contemplating multilingualism and mobility in the 21st century, several dimensions warrant attention in the emerging field of migration linguistics. First is the move beyond migration to thinking about mobilities, in particular, the new mobilities paradigm in the social sciences which views human mobility as entailing a complex assemblage of movement, social imaginaries, and experience. Second, a study of the different waves of migration in a particular society, as well as concomitant and official language policies – using Singapore as a case in point – distinguishes the layers of, on the one hand, the older, and thus established migrants, versus newer migrants, in particular, transient populations of foreign workers, and, crucially, the differential statuses that these communities and their languages hold in society – including a potential invisibility of authentic multilingualisms. Such an examination allows the development of a typology of migrants in a statal narrative. Where lines are drawn is dependent on circumstance, with the periphery positioned differentially in times of celebration versus crisis, for example, in risk communication in this pandemic era. This holds significant implications for access and appropriation, and consequent (im)mobilities, and, in the bigger picture, for the crucial intersections – including how society is responding to the role of indigenous languages for the UN’s Sustainable Development Goals. This is particularly timely for this International Decade of Indigenous Languages (2022–2032), noted to not be addressing the interactions between language and migration, as well as the challenge of migrant intergration, recognised as a central and important driver of sustainable development.
{"title":"Defining migrants","authors":"Lisa Lim","doi":"10.1075/aila.24007.lim","DOIUrl":"https://doi.org/10.1075/aila.24007.lim","url":null,"abstract":"\u0000 In contemplating multilingualism and mobility in the 21st century, several dimensions warrant attention in the\u0000 emerging field of migration linguistics. First is the move beyond migration to thinking about mobilities, in particular, the new\u0000 mobilities paradigm in the social sciences which views human mobility as entailing a complex assemblage of movement, social\u0000 imaginaries, and experience. Second, a study of the different waves of migration in a particular society, as well as concomitant\u0000 and official language policies – using Singapore as a case in point – distinguishes the layers of, on the one hand, the older, and\u0000 thus established migrants, versus newer migrants, in particular, transient populations of foreign workers, and, crucially, the\u0000 differential statuses that these communities and their languages hold in society – including a potential invisibility of authentic\u0000 multilingualisms. Such an examination allows the development of a typology of migrants in a statal narrative. Where lines are\u0000 drawn is dependent on circumstance, with the periphery positioned differentially in times of celebration versus crisis, for\u0000 example, in risk communication in this pandemic era. This holds significant implications for access and appropriation, and\u0000 consequent (im)mobilities, and, in the bigger picture, for the crucial intersections – including how society is responding to the\u0000 role of indigenous languages for the UN’s Sustainable Development Goals. This is particularly timely for this International Decade\u0000 of Indigenous Languages (2022–2032), noted to not be addressing the interactions between language and migration, as well as the\u0000 challenge of migrant intergration, recognised as a central and important driver of sustainable development.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Multilingualism and mobility in the twenty-first century","authors":"A. Borlongan, Lisa Lim","doi":"10.1075/aila.00058.bor","DOIUrl":"https://doi.org/10.1075/aila.00058.bor","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141361542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, I examine the changing currency of languages in the context of migration and mobility based on case studies of Filipino migrants in Australia. Drawing on two sociolinguistic studies conducted with and for Filipino migrants, I highlight how the “monolingual mindset” (Clyne, 2008) reinforced by the “White-English complex” (Piller, Torsh, & Smith-Khan, 2023) negatively impact on the value and currency of Philippine languages. As an alternative, I offer the concept multilingual mindset as an inclusive framework for valuing multilingual migrants in the diaspora. I first introduce the linguistic ecology and national language policies of both the Philippines and Australia to set the scene for my argument. I then map out the migration trends in both countries and the simultaneous socio-political events that have driven the growth of Filipino migration in Australia and introduce the two sociolinguistic studies with and for (Blackledge, 2006; Tetteh, 2015) Filipino migrants. This is followed by the presentation and critical discussion of three key conceptual arguments of this paper derived from these studies. Employing the “monolingual mindset” (Clyne, 2008) and “White-English complex” (Piller et al., 2023) as lenses, I then critically discuss how these concepts are detrimental to heritage language maintenance and inclusive multilingualism and argue that the maintenance of migrant languages in the diaspora would best be facilitated by an adoption of a multilingual mindset. The paper concludes with a discussion on the significance of the multilingual mindset to sociolinguistic studies and migration linguistics (Borlongan, 2023), in general, and to language attitudes, language practices, and language policies across different sectors, in particular.
{"title":"Multilingual mindset","authors":"Loy Lising","doi":"10.1075/aila.23023.lis","DOIUrl":"https://doi.org/10.1075/aila.23023.lis","url":null,"abstract":"\u0000 In this paper, I examine the changing currency of languages in the context of migration and mobility based on case\u0000 studies of Filipino migrants in Australia. Drawing on two sociolinguistic studies conducted with and for Filipino migrants, I\u0000 highlight how the “monolingual mindset” (Clyne, 2008) reinforced by the “White-English\u0000 complex” (Piller, Torsh, & Smith-Khan, 2023) negatively impact on the value and\u0000 currency of Philippine languages. As an alternative, I offer the concept multilingual mindset as an inclusive\u0000 framework for valuing multilingual migrants in the diaspora.\u0000 I first introduce the linguistic ecology and national language policies of both the Philippines and Australia to\u0000 set the scene for my argument. I then map out the migration trends in both countries and the simultaneous socio-political events\u0000 that have driven the growth of Filipino migration in Australia and introduce the two sociolinguistic studies with and for (Blackledge, 2006; Tetteh, 2015) Filipino\u0000 migrants. This is followed by the presentation and critical discussion of three key conceptual arguments of this paper derived\u0000 from these studies. Employing the “monolingual mindset” (Clyne, 2008) and\u0000 “White-English complex” (Piller et al., 2023) as lenses, I then critically discuss how\u0000 these concepts are detrimental to heritage language maintenance and inclusive multilingualism and argue that the\u0000 maintenance of migrant languages in the diaspora would best be facilitated by an adoption of a multilingual\u0000 mindset. The paper concludes with a discussion on the significance of the multilingual mindset to\u0000 sociolinguistic studies and migration linguistics (Borlongan, 2023), in general, and to\u0000 language attitudes, language practices, and language policies across different sectors, in particular.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Forms of immobility both limit unqualified human agency and enable diverse channels of mobility. In this sense, mobility and immobility work together. Certain philosophical movements such as Southern theories and disability studies treat constraints, sedentariness, and boundaries as needing to be respected and accommodated in any inquiry. This article draws from these schools to theorize disruptions and constraints as resources in the circulation of languages, texts, and meanings. To index this generative role of constraints in communication, I adopt the term “crip” from theorizations in disability studies. “Crip” invokes the paradoxical reality that while being crippled poses disruptions in mobility, this rupture also generates new knowledge and possibilities into the flow of life (McRuer, 2006). This article explains how crip translingualism would treat ruptures, constraints, and boundaries as resourceful for meaning making. This is a corrective to certain previous theorizations that have treated translingualism as based on unrestricted flows and fluidities, influenced by dominant orientations to mobility. I illustrate from a classroom literacy interaction where the ruptures posed by the heritage languages of multilingual students motivated everyone to adopt creative strategies to expand the meaning of “meaning,” redefine literacy as negotiated, and develop ethical dispositions to collaborate in communicating across language boundaries. I argue that the incomprehensions and vulnerabilities created by language diversity actually motivate everyone to develop strategies to creatively read and write. In this manner, constraints don’t stifle the text or students, but mobilize new flows of meanings and interactions.
{"title":"Crip translingualism","authors":"Suresh Canagarajah","doi":"10.1075/aila.23017.can","DOIUrl":"https://doi.org/10.1075/aila.23017.can","url":null,"abstract":"\u0000 Forms of\u0000 immobility both limit unqualified human agency and enable diverse channels of mobility. In this sense, mobility and immobility\u0000 work together. Certain philosophical movements such as Southern theories and disability studies treat constraints, sedentariness,\u0000 and boundaries as needing to be respected and accommodated in any inquiry. This article draws from these schools to theorize\u0000 disruptions and constraints as resources in the circulation of languages, texts, and meanings. To index this generative role of\u0000 constraints in communication, I adopt the term “crip” from theorizations in disability studies. “Crip” invokes the paradoxical\u0000 reality that while being crippled poses disruptions in mobility, this rupture also generates new knowledge and possibilities into\u0000 the flow of life (McRuer, 2006). This article explains how crip\u0000 translingualism would treat ruptures, constraints, and boundaries as resourceful for meaning making. This is a\u0000 corrective to certain previous theorizations that have treated translingualism as based on unrestricted flows and fluidities,\u0000 influenced by dominant orientations to mobility. I illustrate from a classroom literacy interaction where the ruptures posed by\u0000 the heritage languages of multilingual students motivated everyone to adopt creative strategies to expand the meaning of\u0000 “meaning,” redefine literacy as negotiated, and develop ethical dispositions to collaborate in communicating across language\u0000 boundaries. I argue that the incomprehensions and vulnerabilities created by language diversity actually motivate everyone to\u0000 develop strategies to creatively read and write. In this manner, constraints don’t stifle the text or students, but mobilize new\u0000 flows of meanings and interactions.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While language is clearly an important aspect of (labor) migration, there have not been many contemplations and interrogations, although truly compelling and necessary, on language varieties and their place and position in labor migration and transnational work in the contemporary world, and hence why we intend to do so in this article. In our paradigmatic analysis of language varieties in the context of labor mobilities, we shall take the case of the varieties of English arising from the global spread of the language worldwide as our focal point. The world Englishes paradigm thus greatly informs and substantiates our discussion so we shall first give the principles of this paradigm shift in linguistics begun by Braj Kachru. We subsequently connect world Englishes theorizing to labor migration practices. We shall argue that language is not only integral to the work being done by migrants, but is actually the work in itself. A consequence of this is that there are language varieties and Englishes which fit the work to be done more than others, and, therefore, these varieties and Englishes are becoming commodified as well in labor migration. We shall also take a look at the structural ramifications of labor migration on Englishes, how these new varieties are restructured further as they move from one place to another along with labor migrants. As it will become apparent, our discussion covers the situation of labor migrants in precarity more than the hyper-mobile elites often privileged in migratory contexts. Ultimately, we shall synthesize issues relating to language varieties in the context of transnational work and propose strategies in dealing not only with multilingual but also language-varietal diversity in (labor) migrations and mobilities.
{"title":"Language varieties and labor mobilities","authors":"A. Borlongan, Ron Bridget Vilog","doi":"10.1075/aila.24001.bor","DOIUrl":"https://doi.org/10.1075/aila.24001.bor","url":null,"abstract":"\u0000 While language is clearly an important aspect of (labor) migration, there have not been many contemplations and\u0000 interrogations, although truly compelling and necessary, on language varieties and their place and position in labor migration and\u0000 transnational work in the contemporary world, and hence why we intend to do so in this article. In our paradigmatic analysis of\u0000 language varieties in the context of labor mobilities, we shall take the case of the varieties of English arising from the global\u0000 spread of the language worldwide as our focal point. The world Englishes paradigm thus greatly informs and substantiates our\u0000 discussion so we shall first give the principles of this paradigm shift in linguistics begun by Braj Kachru. We subsequently\u0000 connect world Englishes theorizing to labor migration practices. We shall argue that language is not only integral to the work\u0000 being done by migrants, but is actually the work in itself. A consequence of this is that there are language varieties and\u0000 Englishes which fit the work to be done more than others, and, therefore, these varieties and Englishes are becoming commodified\u0000 as well in labor migration. We shall also take a look at the structural ramifications of labor migration on Englishes, how these\u0000 new varieties are restructured further as they move from one place to another along with labor migrants. As it will become\u0000 apparent, our discussion covers the situation of labor migrants in precarity more than the hyper-mobile elites often privileged in\u0000 migratory contexts. Ultimately, we shall synthesize issues relating to language varieties in the context of transnational work and\u0000 propose strategies in dealing not only with multilingual but also language-varietal diversity in (labor) migrations and\u0000 mobilities.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141380307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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