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Translanguaging Practices to Express Emotion, Identity, Agency, and Social Justice

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Handbook of Multilingual TESOL in Practice

Abstract

Through critical autoethnography, in this chapter I elaborate my translanguaging practices in the Introduction to Applied Linguistics course and reveal that translanguaging practice is a favorable tool to dismantle the dominant monolingual concepts in the English-only classroom. It has not only supported my agency, emotion, deconstructive/decolonization project, and identity affirmation, but also enhanced students’ comprehension of the course content. Two student representatives in my classroom confirmed that through their use of the Indonesian language, translanguaging created a more liberating space as English was no longer a “barrier” in the classroom learning. This suggests that translanguaging not only theoretically but practically creates a space for social justice. Even though constrained in the online context, teaching and learning through translanguaging have proved to remain meaningful for both lecturers and students.

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Notes

  1. 1.

    When explaining the function of Applied Linguistics in solving language related problem as written in the mainstream book (see Cook, 2003).

  2. 2.

    Kesuwen is Javanese term (a local language) which means too long.

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Authors and Affiliations

  1. Universitas Islam Negeri Maulana Malik Ibrahim, Malang, Indonesia

    Ribut Wahyudi

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  1. Ribut Wahyudi
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Correspondence to Ribut Wahyudi .

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  1. Werklund School of Education, The University of Calgary, Calgary, AB, Canada

    Kashif Raza

  2. Carnegie Mellon University in Qatar, Doha, Qatar

    Dudley Reynolds

  3. Dubai Men's College, Higher Colleges of Technology, Dubai, United Arab Emirates

    Christine Coombe

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Wahyudi, R. (2023). Translanguaging Practices to Express Emotion, Identity, Agency, and Social Justice. In: Raza, K., Reynolds, D., Coombe, C. (eds) Handbook of Multilingual TESOL in Practice. Springer, Singapore. https://doi.org/10.1007/978-981-19-9350-3_33

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  • DOI: https://doi.org/10.1007/978-981-19-9350-3_33

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