(I Just) Blurt Out”
Remodeling Translanguaging
Bibliographic Data
| ID | 10818119 |
|---|---|
| Authors | Ming Ni (0000-0001-9465-2787, Beijing Normal‐Hong Kong Baptist University (BNBU) Zhuhai China, corresponding author), Fiona Copland (University of Warwick Coventry UK) |
| Year | 2026 |
| Volume | 60 |
| Issue | 1 |
| Pages | 95-118 |
| Publication date | 2026-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.70005 |
| OpenAlex | W4413374645 |
| Language | EN |
| References cited | 34 |
While code‐switching tends to focus on individual languages, separating each named language of the multilingual speaker, and suggests that these speakers switch between these languages, translanguaging supports the notion that, regardless of whichever language(s) they know, individuals have one unitary repertoire, including semiotic resources, from which they draw freely to make meaning. Adopting linguistic ethnography, this study investigated the translanguaging practices of three Chinese international students studying at a UK university through participant observation and fieldnotes, classroom audio recordings, and interviews. While each participant had their own practices and explained them from their own perspectives, a common theme was that participants were frequently not conscious of their language choices, providing further evidence for a unitary linguistic repertoire and supporting the notion of translanguaging being “highly spontaneous” (Goodman & Tastanbek, 2021, TESOL Quarterly , 55, p. 44). From the insights generated by this research, a set of new translanguaging models, which include linguistic and semiotic resources, is proposed to reflect this reality. The models, unlike many previous ones, are pedagogically focused and can be used by multilingual students and their teachers – who may not be applied linguists – to explore and understand their meaning‐making practices. Recommendations for how to do so are presented
Linguistics · Sociology · Translanguaging · Linguistic Variation and Morphology · Multilingual Education and Policy · Philosophy · Second Language Learning and Teaching
Sociolinguistics
Translanguaging with Multilingual Students
Linguistic Ethnography
Translanguaging
The Sociolinguistic Significance of Conversational Code-Switching
Translanguaging
Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches
Translanguaging and Spatial Repertoire
The contested role of translanguaging in English for academic purposes courses
A personalised autonomous model to resolve a prolonged dilemma in international students’ English language needs in higher education
Clarifying translanguaging and deconstructing named languages
Translanguaging in higher education
Language awareness and agency in the availability of linguistic resources. A case study of refugees and locals in Austria
Mainland Chinese students' English use in Macao
Ethnography
Conversation Analysis
A Broader View of Language in School
The power of folk linguistic knowledge in language policy
Exploring the Folk Understanding of Belief
Ideology and policy
Translanguaging and semiotic assemblages
Translanguaging and the body
Relational work and identity negotiation in critical post observation teacher feedback
Translanguaging and “English Only” at Universities
Key Concepts in Ethnography
Conversation Analysis in Applied Linguistics
Some principles of linguistic methodology
Beyond the observer's paradox
| Citation velocity | historical |
|---|---|
| Highly cited | No |