Sojourner experiences and spatial repertoires

Space and positioning in the proficiency of an academic spouse

Datos Bibliográficos

ID21458463
AutoresJade Sandbulte (0000-0001-8722-9534, University of Minnesota, Duluth), Suresh Canagarajah (0000-0002-1292-2366, Penn State University)
Año2022
Volumen45
Número2
Páginas198-218
Fecha de publicación2022-07-21
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAustralian Review of Applied Linguistics (JOURNAL)
Identificadores de la revistaISSN: 0155-0640 • E-ISSN: 1833-7139
EditorialJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aral.21025.san
OpenAlexW4280537043
IdiomaFR
Citas recibidas2
Referencias citadas28

Research on translingual repertoires has highlighted the diverse semiotic resources that individuals access in communication, but little research has considered how spatial factors permit or limit access to these resources. Furthermore, as translingual studies have predominantly focused on interactional analysis, there is a paucity of studies on how social networks shape the repertoires of users. To fill this gap, we examine the communicative practices of an international spouse temporarily living in the United States. Through interview data and mobility maps, we analyze the participant’s subject positioning and its relation to his use of spatial resources in different spaces. Despite the participant’s low English proficiency, he engaged in conversations in many spaces through strategic employment of semiotic resources, including multiple languages and material objects. He also adopted certain positionings that afforded him more opportunities to interact. Thus, we argue that the usefulness of semiotic resources is tied to the spaces in which they are employed and that access to these resources is shaped by subject positioning

Linguistics · Participant observation · Semiotics · Social science · Sociology · Spouse · World Wide Web · Anthropology · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy