Constructing Translingual Identities of International Students: Heteroglossic Practices and Monoglossic Language Ideologies

• In Event: Sheraton Roundtable Session 19
  In Roundtable Session: Multilingualism Across Contexts and Countries

Abstract

The present paper examines translingual identities of adult transnational students in a U.S. university ESL classroom where instruction remains steadfast in monoglossic language ideologies. This study is grounded in a heteroglossic perspective that reconceptualizes language as a resource. A critical discourse analysis tool is drawn upon to investigate the working of language ideologies that inform the identities of the transnational students. The findings suggest that while fragmented pieces of languages and heteroglossic practices featured the translingual repertoire of the students, the students’ identities were being disempowered and racialized by restrictive monoglossic language ideologies within the ESL space. This article offers critical discussions and pedagogical implications of the heteroglossic practices and translingual identities for L2 education and practice.

Author

• Jungsook Kim, The Ohio State University - Columbus