Translingualism and its Transformative Potential: A Qualitative Meta-Synthesis

Translingualism has gained recognition as people begin to appreciate the value of multilingualism and linguistic diversity. It celebrates multilingual individuals’ diverse linguistic and semiotic repertoires while challenging monolingualism and standard language ideology. Numerous studies are being...

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Bibliographic Details
Published inKorea Journal of English Language and Linguistics Vol. 23; pp. 818 - 838
Main Author Kim, Jung-Sook
Format Journal Article
LanguageEnglish
Published 한국영어학회 2023
Subjects
영어와문학
language ideology
trans-semiotic repertoire
trans-literacies
translanguaging
translingualism
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Summary:Translingualism has gained recognition as people begin to appreciate the value of multilingualism and linguistic diversity. It celebrates multilingual individuals’ diverse linguistic and semiotic repertoires while challenging monolingualism and standard language ideology. Numerous studies are being conducted on translingualism. However, their significance could be limited without proper integration. This article conducts a qualitative meta-synthesis review of the literature on translingualism to integrate key theoretical orientations and concerns emerging from translingual practices across diverse contexts. The goal is to offer novel interpretations that can deepen our understanding of translingualism and its transformative potential. The findings suggest that translingualism as an ideological stance can serve as both a critical intellectual movement and linguistic activism to raise awareness of restrictive language ideologies. Translingualism also brings about an epistemological shift in language studies towards a more holistic understanding of the linguistic repertoire, expanding to trans-semiotics. Translingualism provides substantive pedagogical potential for creating a more inclusive climate in education and broader society. However, practical issues need to be addressed to implement translingual pedagogy successfully. These include designing effective teaching methods and strategies, developing appropriate assessment techniques, preparing teachers adequately, and overcoming stakeholders’ reluctance to accept translingual practices as valid norms. KCI Citation Count: 0
ISSN:1598-1398
2586-7474
DOI:10.15738/kjell.23..202310.818