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Translation and Translanguaging in Multilingual Contexts

image of Translation and Translanguaging in Multilingual Contexts
ISSN 2352-1805
E-ISSN 2352-1813

Translation and translanguaging are natural and complementary phenomena that occur in multilingual societies. They are advocated as valuable pedagogies that not only develop the ability to operate between languages but also, and most importantly, nourish creativity and a multilingual sense of self. They permit to co-construct meanings and share knowledge, skills and experiences as well as foster the capacity to critically reflect on the world and ourselves through the eyes of another language and culture. The goal of the journal is to give voice to the growing body of research into this burgeoning field of scholarly enquiry and practice. It intends to stimulate novel interdisciplinary and multidisciplinary studies that are carried out in multilingual settings as varied as pre-schooling, primary, secondary, tertiary and postgraduate education as well as vocational courses, workplaces and travels. Thus, TTMC provides a forum for innovative studies that find their place at a crossroads between translation studies and bilingual education, language teaching methodology, second language acquisition, curricular design, language policy and planning, psycholinguistics and sociolinguistics.


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  • Relocalizing the translingual practices of young adults in Mongolia and Bangladesh
    • Authors: Sender Dovchin, Shaila Sultana, and Alastair Pennycook
    • Source: Translation and Translanguaging in Multilingual Contexts, Volume 1, Issue 1, 2015, pages: 4 –26
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    • The translingual practices of young Mongolians and Bangladeshis suggest that contrary to those popular discourses which position youth as passive recipients of global culture, these young adults are better understood as actively and powerfully engaged with popular culture productions. Drawing on the examples of casual offline conversations and online Facebook interactions of university students in Mongolia and Bangladesh, this paper shows how processes of relocalization give new meanings to the translingual practices of these students as they draw on different modalities from popular culture (film, music and so on) and different linguistic and nonlinguistic resources. This transtextual and transmodal analysis enables us to show how these young adults relocalize linguistic and cultural resources in both their on- and offline interactions.
  • Transglossic language practices: Young adults transgressing language and identity in Bangladesh
    • Author: Shaila Sultana
    • Source: Translation and Translanguaging in Multilingual Contexts, Volume 1, Issue 2, 2015, pages: 202 –232
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    • This paper contributes to a recent development in Applied Linguistics that encourages research from trans- approaches. Drawing on the results of an ethnographic research project carried out in a university of Bangladesh. It is illustrated how young adults actively and reflexively use a mixture of codes, modes, genres, and popular cultural texts in their language practices within the historical and spatial realities of their lives. The paper shows that the interpretive capacity of heteroglossia increases when complemented by an understanding derived from transgressive approaches to language. The paper proposes a reconceptualised version of heteroglossia, namely transglossia, which explores the fixity and fluidity of language in the 21th Century. On the one hand, transglossia is a theoretical framework that addresses the transcendence and transformation of meaning in heteroglossic voices. On the other hand, a transglossic framework untangles the social, historical, political, ideological, and spatial realities within which voices emerge. Overall, it is suggested that transglossia and a transglossic framework can provide us with an understanding of language that notions such as code-mixing or code-switching or any language-centric analysis fail to unveil.
  • An analysis of critical ‘voices’ and ‘styles’ in transpreters’ translations of complainants’ narratives
    • Author: Monwabisi K. Ralarala
    • Source: Translation and Translanguaging in Multilingual Contexts, Volume 2, Issue 1, 2016, pages: 142 –166
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    • Police officers (hereafter referred to as ) have a fundamental role and function as both ‘interpreters’ and ‘translators’ in the process of the administration of justice. This role and function hinges, oftentimes, on how the two agents, that is, the and the complainants, relate to each other. What is it that they represent? What do they stand to gain? What mechanisms are at play that they exploit to reach their various goals and desires? In discharging these roles and functions, in particular become actively engaged in the activities of listening to, visualising, then retelling and rewriting the complainants’ isiXhosa oral narrative text into the English language. All these laborious and tedious activities are conducted to compile sworn statements that become essential in the leading of a criminal investigation, as well as in compiling the evidence that is ultimately used in court. In this context, the ‘voices’ that inform the ‘styles’ in and through which the original narratives are reconstructed (as translations) into police records remain critical as part of the legal discourse in the South African criminal justice system. These ‘voices’ and ‘styles’ signal the extent to which sworn statements are mediated and manipulated.

  • An overview of translanguaging: 20 years of ‘giving voice to those who do not speak’
    • Author: Anna M. Beres
    • Source: Translation and Translanguaging in Multilingual Contexts, Volume 1, Issue 1, 2015, pages: 103 –118
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    • Over the last two decades, with the increasing bilingual population across the globe, it has become clear that we need to develop new approaches to language and education. Translanguaging is a term that was originally coined in Wales to describe a kind of bilingual education in which students receive information in one language, for example English, and produce an output of their learning in their second language, for example Welsh. Since then, scholars across the globe have developed this concept and it is now argued it is the best way to educate bilingual children in the 21st century. The present article offers an overview of translanguaging from its origins in Wales to recent developments in the UK and the US. It first presents the traditional approaches to bilingualism in education, which viewed the first and second language as separate entities. Next, it explores how bilingual education can be transformed through the use of translanguaging and outlines current research in the UK. Finally, it proposes some avenues for future studies.
  • Translation in cross-language qualitative research: Pitfalls and opportunities
    • Author: Erika C. Piazzoli
    • Source: Translation and Translanguaging in Multilingual Contexts, Volume 1, Issue 1, 2015, pages: 80 –102
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    • This paper considers some methodological implications related to translation in cross-language qualitative research. The paper takes a twofold stance: on the one hand, it argues that, provided the process is carried out with integrity and transparency, translation in cross-language research can be insightful, and can function as a phase of the analysis in itself. On the other hand, ‘interlanguage translation’, that is, the translation of non-native speakers’ utterances in the target language, should be avoided, or at least acknowledged as a limitation of the study. The article draws on a cross-language qualitative research study, conducted partly in Australia and partly in Italy, in the inter-disciplinary field of second language acquisition (SLA) drama education research. The article argues that a multi-approach to equivalence (dynamic, conceptual and dynamic equivalence) may be needed to translate different kinds of texts within the same study, offering a variety of examples to support these claims.
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