Document Type
Article
Publication Date
11-2019
Department
English
Abstract
This article reviews the history of conflicting meanings for translinguality in composition studies, locating that history in the context of other competing terms for language difference with which translinguality is sometimes affiliated and competes, and conflicting definitions of these, and in the context of perceived changes to global communication technologies and migration patterns. It argues for approaching translinguality and the confusion surrounding it as evidence of an epistemological break and explains confusions as a response to the challenges such a break poses. It demonstrates the residual operation of monolingualist notions of language in arguments for “code-meshing,” “plurilinguality,” and “translanguaging” and outlines a labor perspective on translinguality that highlights the role played by the concrete labor of language use, as work, in sustaining and revising language as well as the social relations language contributes to (re)producing.
Original Publication Information
Horner, Bruce, & Sara P. Alvarez. "Defining Translinguality." Literacy in Composition Studies [Online], 7.2 (2019): 1-30.
ThinkIR Citation
Horner, Bruce and Alvarez, Sara P., "Defining Translinguality" (2019). Faculty Scholarship. 451.
https://ir.library.louisville.edu/faculty/451
DOI
10.21623%2F1.7.2.2
ORCID
0000-0002-8412-5454
Included in
English Language and Literature Commons, Reading and Language Commons, Rhetoric and Composition Commons
Comments
This article was originally published in Literacy in Composition Studies, a journal committed so an online open-access publishing model that encourages collaboration, innovation, and a broader dissemination of research and ideas.
This work is licensed under a Creative Commons Attribution 3.0 License.