Sender Dovchin
Biographic Data
| ID | 125696 |
|---|---|
| NAME | Sender Dovchin |
| GIVEN NAMES | Sender |
| FAMILY NAME | Dovchin |
| SIGNATURE | DOVCHIN S |
| AFFILIATIONS | Curtin University |
| ORCID | 0000-0003-4327-7096 |
| VERIFIED | Yes |
| TOTAL WORKS | 60 |
| TOTAL CITATIONS | 224 |
| AUTHOR COUNT | 57 |
| EDITOR COUNT | 3 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
Translanguaging On Country: Trauma responsive pedagogy in Australian Aboriginal early childhood education
Intergenerational trauma, rooted in histories of colonization and systemic exclusion, continues to impact the educational and psychological well-being of Indigenous communities, including Aboriginal and Torres Strait Islander peoples of Australia. In response to the enduring impact of intergenerational trauma, this study explores how a trauma-responsive framework can be strengthened through a translanguaging On Country framework that integrates t…
Exploring land, language and culture through playworld translanguaging: One child’s meaning-making practices
Foregrounded in the work of Elizabeth Povinelli and drawing on semiotic theory, translanguaging and play-based learning pedagogies, this article presents findings from a critical participatory action research project conducted in an early years classroom in a remote Aboriginal community school in Western Australia. It describes how two educators, from both non-Aboriginal and Aboriginal backgrounds, collaborated to create spaces for the children i…
Translingual yarning pedagogy: Reimagining Lote through Aboriginal language education
Australian Aboriginal communities have endured significant cultural and linguistic disruption due to colonial language suppression, which has led to the erosion of ancestral languages across generations. While linguistic revitalization efforts have emerged in recent years, Australian Aboriginal languages are frequently excluded from both national and international Languages Other Than English (LOTE) agendas. This article draws on an early childho…
The Oxford Handbook of Language and Prejudice
This Handbook explores various connections between language and prejudice. Rather than simply detailing how prejudice is directed at language and language users, which is known as linguistic prejudice, the Handbook extensively explores how language acts as a technology of prejudice and actively shapes prejudice itself. Working against the dominance of Global North knowledge production on matters of language and prejudice, this edited volume featu…
Alastair Pennycook in Critical Applied Linguistics
In this entry, I honor the significant contribution of my mentor, former PhD supervisor and colleague, Professor Alastair Pennycook, to the field of Applied Linguistics. Alastair Pennycook (born 1957 in England) is one of the leading philosophers of the first to second half of the 21st century. A highly influential critical thinker, Pennycook is generally identified with the critical applied linguistics, developed in the early 1990s through his i…
Towards a playworld translanguaging approach in early childhood education
In this conceptual paper, we integrate interdisciplinary perspectives from early childhood education and applied linguistics to propose a new framework: Playworld Translanguaging . This framework refers to the intentional blending of pedagogical translanguaging and conceptual playworlds to create a supportive, inclusive pedagogy in early childhood education settings for children from diverse linguistic and cultural backgrounds. We argue that peda…
Heritage language anxiety and racialized linguistic shame
Drawing on ethnographic data from two schools in Western Australia involving young Aboriginal adolescents and children from refugee backgrounds, this article explores how heritage language users experience heritage language anxiety (HLA) - a form of language-related feelings of discomfort. The article aims to expand the conceptual scope of HLA by introducing the notion of racialized linguistic shame (RLS) as one of its key indicators. RLS is an i…
Oxford Handbook of Language and Prejudice
Decentring linguistic hegemony in peer review: Relational epistemology, affect and ethical becoming
Purpose This paper introduces Onto-Epistemic Mutual Becoming as a relational, affective and ethical approach to peer review. It critiques dominant epistemic and linguistic gatekeeping practices in traditional reviewing, particularly their marginalising effects on non-Anglophone scholars. Drawing on Confucian, Daoist, Buddhist, Indigenous and affective epistemologies, we reimagine peer review as dialogic, inclusive and co-constructive. Through tra…
Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts
In this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entang…
Hybrid professionalism: Multilingual cosmopolitan identities of immigrant English teachers
Beyond Linguistic Racism: Linguicism and Intersectionality Among Mongolian Background Postgraduate Female Students in Australia
This article investigates the experiences of female postgraduate students of Mongolian background in urban higher education institutions in Australia, focusing on the causes and effects of linguicism from an intersectional perspective. While the existing concept of linguistic racism primarily focuses on language discrimination from the perspective of race and racism, the data examples in this article present how linguicism seeks to go beyond beca…
Children learning Mongolian as an additional language through the implementation of a task-based approach
This study was undertaken at a Mongolian community language school which aims to support Mongolian heritage children to learn their home language and culture. The learners were aged 4–15 years with diverse abilities in the Mongolian language. Informed by both purpose-developed Needs and Interest Analyses, a task-based language teaching (TBLT) program was developed and implemented over a six-month period. To evaluate the usefulness of this, two me…
Black humour as official slogan: The CDA from Chinese anti-epidemic discourse
Black humour is associated with illness, death, and crisis and is frequently used as grassroots resistance to hegemonic power. However, black humour has received little attention concerning how it is appropriated by the state. Thus, this study contributes to reconceptualise black humour as the anti-epidemic slogans of the Chinese Communist Party by combining Bakhtin's carnivalesque and Van Leeuwen's (2007) legitimation strategies within Critical …
Beyond translingual playfulness: Translingual precarity
Translingual knowledge allows sociolinguists to appreciate more 'playful' negotiation and the assemblages of linguistic, cultural, and semiotic resources for meaning-making. Yet, this very idea of 'translingual playfulness' should never lose sight of the subversive purpose of this apparent playfulness: to destabilise norms and boundaries. The reason behind all of this translingual playfulness is precisely the 'precarious' positions of the creator…
Translingual Practices: Playfulness and Precariousness
Artificial Intelligence in Applied Linguistics: A double-edged sword
Translanguaging and emotionality of English as a second language (ESL) teachers
Teaching is by no means ‘an emotion-free zone’, and teachers are often emotionally challenged in front of their students. When teaching and learning takes place via a second language, the emotional landscape of the classroom becomes especially charged. Often there is a notable gap between expected emotions or ‘emotional rules’ in English as a Second Language (ESL) classrooms and genuine emotions which results in ‘emotional labour’ for ESL teacher…
Translingual English discrimination: Loss of academic sense of belonging, the hiring order of things, and students from the Global South
Global North settings such as Australia are an attractive option for prospective students from the Global South to undertake tertiary studies. Using Linguistic Ethnography, we investigate the experiences that postgraduate students from the Global South have when studying in Australian university settings, to understand how translingual English discrimination affects them. We find that many students from the Global South encounter situations of tr…
Reflection and reform of applied linguistics from the Global South: Power and inequality in English users from the Global South
Article Reflection and reform of applied linguistics from the Global South: power and inequality in English users from the Global South was published on August 9, 2022 in the journal Applied Linguistics Review (volume 0, issue 0)
The mundanity of translanguaging and Aboriginal identity in Australia
Drawing on ethnographic interview analysis of Aboriginal participants in Australia, this study seeks to expand the critical discussions in Applied Linguistics by understanding the concept of translanguaging in relation to its “mundanity” (or ordinariness). Our data shows that rather than perceiving translanguaging as extraordinary, for Aboriginal speakers it is more likely to be considered normal, unremarkable, mundane, and as a long-existing phe…
The resistance to translanguaging, spontaneous translanguagers and native speaker saviorism
Translanguaging has been theoretically argued and empirically proven to have transformative and constructive potential because it provides language users with potential access to and opportunities for rich and equal educational and linguistic resources.However, we remind in this article that many 'spontaneous translanguagers' -language users who are understood to have a translanguaging instinct and predisposition for natural translingual use -ten…
Recognising the human in humanities [Australian Review of Applied Linguistics]
In this essay we reflect upon Wolfgang Klein’s 1989 paper Schreiben oder Lesen, aber nicht beides, oder: Vorschlag zur Wiedereinführung der Keilschrift mittels Hammer und Meißel ( Zeitschrift für Literaturwissenschaft und Linguistik 74. 116–119) about the exponential development of knowledge and the imbalance between the production and reception of this. Whilst appreciating the sentiment, we argue against what seems to be his underestimation of t…
The politics of distraction in English-medium higher education across three global settings: A collaborative autoethnography
English-medium instruction (EMI) is on the rise around the world due to globalization, internationalization and neoliberal ideologies which equate English with social capital, prestige, and success in the labour market. While many EMI policies aim to equip students with English as a ‘lingua academia’, produce ‘neoliberal subjects’ and compete in university ranking systems, such policies often overlook larger sociolinguistic, sociohistorical, and …
Accentism: English LX users of migrant background in Australia
Using Linguistic Ethnography (LE), we analyse the ways in which English as an additional language (LX) users from migrant backgrounds in Australia encounter overt and covert ‘accentism’ from the dominant English-speaking Australian society. These forms of accentism may be used to discriminate against LX users’ pronunciation and accent in a bid to conform, normalise, contest, and encourage unequal power. Overt accentism is used to reinforce stereo…
(C)overt linguistic racism: Eastern-European background immigrant women in the Australian workplace
Linguistic racism explores the varied ideologies that may generate and endorse monolingual, native, and normative language practices, while reinforcing the discrimination and injustice directed towards language users whose language and communicative repertoires are not necessarily perceived as standard and normal. This article, thus, investigates linguistic racism, as a form of existing, but newly defined, racism against unconventional ethnic lan…
Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia
Language, multiple authenticities and social media: The online language practices of university students in Mongolia
This paper seeks to contribute to the current discussion of the sociolinguistics of globalization by revealing youth linguistic diversity from the perspective of the online mixed language practices of university students in contemporary post-socialist Mongolia. Drawing on sets of Facebook data, the paper firstly argues that the online mixed youth language practices should be understood as 'translingual' not only due to their varied recombination …
Styling the periphery: Linguistic and cultural takeup in Bangladesh and Mongolia
Focusing on online interactions among young adults in Bangladesh and Mongolia - two countries located politically, culturally and economically on the Asian periphery - this paper looks at how young adults use linguistic and cultural resources in their online interactions as part of a complex and emergent stylization of place. On the one hand, they appropriate the cultural and linguistic flows according to their locations and engage in a playful s…
Accentism: English LX users of migrant background in Australia
Using Linguistic Ethnography (LE), we analyse the ways in which English as an additional language (LX) users from migrant backgrounds in Australia encounter overt and covert ‘accentism’ from the dominant English-speaking Australian society. These forms of accentism may be used to discriminate against LX users’ pronunciation and accent in a bid to conform, normalise, contest, and encourage unequal power. Overt accentism is used to reinforce stereo…
Language crossing and linguistic racism: Mongolian immigrant women in Australia
Drawing on linguistic ethnographic data analysis, this article aims to expand the Rampton’s concept of ‘language crossing’ through integrating the notion of ‘linguistic racism’ experienced by Mongolian background immigrant women in Australia. These women encounter linguistic homogeneity, discrimination, and alienation in varied ways in their daily institutional and non-institutional settings based on how they speak English or their usage of herit…
Introduction to special issue: ‘The Ordinariness of Translinguistics’
No Abstract Available
The ordinariness of youth linguascapes in Mongolia
© 2016 Informa UK Limited, trading as Taylor & Francis Group. Drawing on varied offline and online contexts, this article indicates that youth linguistic diversity in contemporary Mongolia is better understood from the perspective of ‘the ordinariness of linguascapes’. The notion of ‘linguascapes’ is important in capturing the rising complexity of youth mixed language practices fundamentally produced by the amalgamation of transnational linguisti…
The everyday politics of translingualism as a resistant practice
This paper seeks to expand the translingual tradition through a stronger focus on ‘the political implications’ – a way to understand the ordinariness of everyday resistance. When people engage in linguistic resistance in everyday life, it might have mixed motivations; it might not be theoretically informed; it might draw from their cultures of resistance in their community history; it might need ideological analysis by scholars so that we can cre…
Why Should I Not Speak My Own Language (Chinese) in Public in America?”: Linguistic Racism, Symbolic Violence, and Resistance
This article seeks to understand a Chinese international student's (Hong's) encounters with linguistic racism as symbolic violence as well as why and how he resisted different forms of linguistic racism in different situations. Data findings suggest that linguistic racism as symbolic violence takes different forms through both verbal and nonverbal language under the scrutiny of the white gaze, which produces arbitrary power, control, and dominati…
Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia
Drawing on the translanguaging practices of Mongolian background English as a Second Language (ESL) immigrant women in Australia, this paper points out two main theoretical points: (1) when translanguaging moves beyond the classroom, it may provide ESL immigrants with an emotionally and linguistically safe space where they feel comfortable in managing their negative emotions through employing multiple entangled layers of linguistic and paralingui…
Transglossic language practices of young adults in Bangladesh and Mongolia
The paper explores the use of varied semiotic resources in the linguistic, social and cultural practices of young adults in the context of Bangladesh and Mongolia. Based on a translinguistic analysis (including pre-textual history, contextual relations, sub-textual meaning, intertextual echoes and post-textual interpretation) of these practices, and linking this to other recent calls to reconceptualise the notions of bilingualism and multilingual…
Translingual English, Facebook, and gay identities
This paper discusses the role of English in 'enacting one's sexuality' or 'gendered identities' in the Facebook practices of gay Mongolian men. Drawing on digital ethnographic studies, the study aims to illustrate how the role of English needs to be understood from the sophisticated complexities of 'translingual English' authored by Facebook users. It presents how Mongolian Facebook users are frequently involved with translingual English practice…
Uneven distribution of resources in the youth linguascapes of Mongolia
Drawing on offline and online casual interactions in the context of youth in Mongolia, on the Asian periphery, this article looks at youth mixed language practices from the perspective of “
Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts
In this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entang…
Unequal English accents, covert accentism and EAL migrants in Australia
Accentism refers to the ways that “unequal English accents” become re-allocated in particular English-speaking dominant contexts, creating different presumptions, ideologies and attitudes towards the English accent and pronunciation of English speakers. Using data derived from two larger ethnographic studies, this article aims to explore the ways that English as an Additional Language (EAL) migrants experience covert accentism – the social exclus…
The impact of social media in the sociolinguistic practices of the peripheral post-socialist contexts
This article examines the impact of social media on the linguistic and communicative practices in post-socialist countries, such as Bosnia and Herzegovina, Serbia, and Mongolia – the contexts very much under-represented in the discussion of translingualism. Relocalisation of social media-based linguistic resources in the languages used in these peripheral countries represents linguistically innovative practice, which entails orthographic, morphos…
Beyond Linguistic Racism: Linguicism and Intersectionality Among Mongolian Background Postgraduate Female Students in Australia
This article investigates the experiences of female postgraduate students of Mongolian background in urban higher education institutions in Australia, focusing on the causes and effects of linguicism from an intersectional perspective. While the existing concept of linguistic racism primarily focuses on language discrimination from the perspective of race and racism, the data examples in this article present how linguicism seeks to go beyond beca…
Beyond translingual playfulness: Translingual precarity
Translingual knowledge allows sociolinguists to appreciate more 'playful' negotiation and the assemblages of linguistic, cultural, and semiotic resources for meaning-making. Yet, this very idea of 'translingual playfulness' should never lose sight of the subversive purpose of this apparent playfulness: to destabilise norms and boundaries. The reason behind all of this translingual playfulness is precisely the 'precarious' positions of the creator…
Translanguaging and “English Only” at Universities
Translanguaging literature has broadly discussed translanguaging as fostering expressive and creative interactions within classroom contexts. Often overlooked, however, are the responses of students who are encouraged to translanguage in spaces they previously deemed to be reserved for the dominant language only. Using Linguistic Ethno‐graphy, we investigate the interactions of eight Chinese university students in two classroom settings at an Aus…
Monglish in post‐communist Mongolia
This article examines the emerging language practice in post‐communist Mongolia that we call ‘new Monglish’ – complex linguistic processes in which English may be deeply absorbed and integrated into the Mongolian language. The original forms of English have transformed as the Mongolian social media users manipulate English to function in the space of relocalisation – the linguistic process which is re‐adapted to the local context to yield new loc…
The politics of distraction in English-medium higher education across three global settings: A collaborative autoethnography
English-medium instruction (EMI) is on the rise around the world due to globalization, internationalization and neoliberal ideologies which equate English with social capital, prestige, and success in the labour market. While many EMI policies aim to equip students with English as a ‘lingua academia’, produce ‘neoliberal subjects’ and compete in university ranking systems, such policies often overlook larger sociolinguistic, sociohistorical, and …
The non-normativity of the Global South and the normativity of the Global North: The languaging as the normativity of diversity
Hybrid professionalism: Multilingual cosmopolitan identities of immigrant English teachers
Children learning Mongolian as an additional language through the implementation of a task-based approach
This study was undertaken at a Mongolian community language school which aims to support Mongolian heritage children to learn their home language and culture. The learners were aged 4–15 years with diverse abilities in the Mongolian language. Informed by both purpose-developed Needs and Interest Analyses, a task-based language teaching (TBLT) program was developed and implemented over a six-month period. To evaluate the usefulness of this, two me…
Styling the periphery: Linguistic and cultural takeup in Bangladesh and Mongolia
Focusing on online interactions among young adults in Bangladesh and Mongolia - two countries located politically, culturally and economically on the Asian periphery - this paper looks at how young adults use linguistic and cultural resources in their online interactions as part of a complex and emergent stylization of place. On the one hand, they appropriate the cultural and linguistic flows according to their locations and engage in a playful s…
Transglossic language practices of young adults in Bangladesh and Mongolia
The paper explores the use of varied semiotic resources in the linguistic, social and cultural practices of young adults in the context of Bangladesh and Mongolia. Based on a translinguistic analysis (including pre-textual history, contextual relations, sub-textual meaning, intertextual echoes and post-textual interpretation) of these practices, and linking this to other recent calls to reconceptualise the notions of bilingualism and multilingual…
Relocalizing the translingual practices of young adults in Mongolia and Bangladesh
The translingual practices of young Mongolians and Bangladeshis suggest that contrary to those popular discourses which position youth as passive recipients of global culture, these young adults are better understood as actively and powerfully engaged with popular culture productions. Drawing on the examples of casual offline conversations and online Facebook interactions of university students in Mongolia and Bangladesh, this paper shows how pro…
Language, multiple authenticities and social media: The online language practices of university students in Mongolia
This paper seeks to contribute to the current discussion of the sociolinguistics of globalization by revealing youth linguistic diversity from the perspective of the online mixed language practices of university students in contemporary post-socialist Mongolia. Drawing on sets of Facebook data, the paper firstly argues that the online mixed youth language practices should be understood as 'translingual' not only due to their varied recombination …
Unequal translingual Englishes in the Asian peripheries
This article seeks to expand the current discussions on the notion of ‘translingual Englishes’ by incorporating the idea of ‘unequal Englishes’ as a way of understanding the role of English in relation to understudied Asian peripheral contexts such as Mongolia and Bangladesh. It is clear that young speakers in these Asian countries are creatively involved with ‘translingual Englishes’, in which various English and other linguistic and cultural re…
The ordinariness of youth linguascapes in Mongolia
© 2016 Informa UK Limited, trading as Taylor & Francis Group. Drawing on varied offline and online contexts, this article indicates that youth linguistic diversity in contemporary Mongolia is better understood from the perspective of ‘the ordinariness of linguascapes’. The notion of ‘linguascapes’ is important in capturing the rising complexity of youth mixed language practices fundamentally produced by the amalgamation of transnational linguisti…
Popular Culture in Transglossic Language Practices of Young Adults
Based on virtual conversations drawn from two separate intensive ethnographic studies in Bangladesh and Mongolia, we show that popular cultural texts play a significant role in young adults’ heteroglossic language practices. On the one hand, they borrow voices from cultural texts and cross the boundaries of language, i.e., codes, modes, and genres, and engage in translocalization and transculturation. On the other hand, they subtly manipulate var…
The role of English in the language practices of Mongolian Facebook users: English meets Mongolian on social media
Drawing on the linguistic practices of Facebook (FB) users in Mongolia, this article illustrates how multiple local meanings are produced in the local context of Mongolia, while English oriented linguistic resources are assimilated and injected into the local language – Mongolian. The research is timely in the context of contemporary Mongolia, as English continues to spread over and is used in more diverse ways than ever. Before 1990, Mongolia wa…
Uneven distribution of resources in the youth linguascapes of Mongolia
Drawing on offline and online casual interactions in the context of youth in Mongolia, on the Asian periphery, this article looks at youth mixed language practices from the perspective of “
Translocal English in the linguascape of Mongolian popular music
This paper seeks to contribute to the current discussion of world Englishes by revealing the seamless English language incorporation in the linguascape of the popular music scene of post-socialist Mongolia, a context that has been rarely addressed in previous research. Drawing on sets of linguistic (n)ethnographic data, the paper argues that the role of English in the mixed language practices of young musicians should be understood as 'translocal…
Translinguistics: Negotiating Innovation and Ordinariness
Language crossing and linguistic racism: Mongolian immigrant women in Australia
Drawing on linguistic ethnographic data analysis, this article aims to expand the Rampton’s concept of ‘language crossing’ through integrating the notion of ‘linguistic racism’ experienced by Mongolian background immigrant women in Australia. These women encounter linguistic homogeneity, discrimination, and alienation in varied ways in their daily institutional and non-institutional settings based on how they speak English or their usage of herit…
Introduction to special issue: ‘The Ordinariness of Translinguistics’
No Abstract Available
The everyday politics of translingualism as a resistant practice
This paper seeks to expand the translingual tradition through a stronger focus on ‘the political implications’ – a way to understand the ordinariness of everyday resistance. When people engage in linguistic resistance in everyday life, it might have mixed motivations; it might not be theoretically informed; it might draw from their cultures of resistance in their community history; it might need ideological analysis by scholars so that we can cre…
The psychological damages of linguistic racism and international students in Australia
Drawing on ethnographic interview data informed by international students in Australia, this study aims to expand the notion of ‘linguistic racism’ through two main traits – ‘ethnic accent bullying’ and ‘linguistic stereotyping.’ ‘Ethnic accent bullying’ refers to bullying in the forms of ‘laughing’ and ‘joking’ towards ethnically and linguistically different background speakers’ biographical English accent. ‘Linguistic stereotyping’ refers to pr…
Introduction to special issue: Linguistic racism
Papers in this Special Issue, “Linguistic Racism”, focus on the phenomenon of linguistic racism – the ideologies and practices that are utilised to conform, normalise and reformulate an unequal and uneven linguistic power between language users (Skutnabb-Kangas 2015) – directed at culturally and linguistically different (CaLD) or Indigenous backgrounds around the globe. The authors provide multiple ethnographic studies to understand what it means…
Translingual English, Facebook, and gay identities
This paper discusses the role of English in 'enacting one's sexuality' or 'gendered identities' in the Facebook practices of gay Mongolian men. Drawing on digital ethnographic studies, the study aims to illustrate how the role of English needs to be understood from the sophisticated complexities of 'translingual English' authored by Facebook users. It presents how Mongolian Facebook users are frequently involved with translingual English practice…
Relocalization in digital language practices of university students in Asian peripheries: Critical awareness in a language classroom
The link between linguistic subordination and linguistic inferiority complexes: English as a second language migrants in Australia
Aims and objectives/purpose/research questions: This article aims to explore the link between linguistic subordination and linguistic inferiority complexes in the context of English as a second language (ESL) migrants in Australia. We address the following research questions: (a) To what extent and how do ESL migrants in Australia suffer from linguistic subordination? (b) To what extent and how is this linguistic subordination linked to linguisti…
English around the World: An Introduction (2nd edition) Edgar W. Schneider (2020)
English around the World: An Introduction (2nd edition) Edgar W. Schneider (2020) New York: Cambridge University Press. Pp. 306 ISBN: 9781108425377 (hbk) ISBN: 9781108442268 (pbk)
The impact of social media in the sociolinguistic practices of the peripheral post-socialist contexts
This article examines the impact of social media on the linguistic and communicative practices in post-socialist countries, such as Bosnia and Herzegovina, Serbia, and Mongolia – the contexts very much under-represented in the discussion of translingualism. Relocalisation of social media-based linguistic resources in the languages used in these peripheral countries represents linguistically innovative practice, which entails orthographic, morphos…
Monglish in post‐communist Mongolia
This article examines the emerging language practice in post‐communist Mongolia that we call ‘new Monglish’ – complex linguistic processes in which English may be deeply absorbed and integrated into the Mongolian language. The original forms of English have transformed as the Mongolian social media users manipulate English to function in the space of relocalisation – the linguistic process which is re‐adapted to the local context to yield new loc…
Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia
Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia
Drawing on the translanguaging practices of Mongolian background English as a Second Language (ESL) immigrant women in Australia, this paper points out two main theoretical points: (1) when translanguaging moves beyond the classroom, it may provide ESL immigrants with an emotionally and linguistically safe space where they feel comfortable in managing their negative emotions through employing multiple entangled layers of linguistic and paralingui…
Translingual Discrimination: Skilled Transnational Migrants in the Labour Market of Australia
Drawing on linguistic ethnographic data, this study examines the language-based discriminatory experiences of skilled transnational migrants in the labour market of Australia. Moving beyond two main concepts of ‘interlingual’ and ‘intra-lingual’ discrimination in applied linguistics, this article points out the concept of ‘translingual discrimination’, which refers to inequality based on transnational identities’ specific linguistic repertoires a…
Multilingual Education and Policy (49 works) · Sociology (45 works) · Linguistics (44 works) · Psychology (25 works) · Second Language Learning and Teaching (22 works) · Political science (21 works) · Pedagogy (19 works) · Philosophy (18 works) · EFL/ESL Teaching and Learning (14 works) · Gender Studies (14 works)