Lessons in response-ability

Supporting social encounters by ‘doing’ language

Bibliographic Data

ID12702058
AuthorsLavinia Hirsu (0000-0003-4145-9048, University of Glasgow, corresponding author)
Year2020
Volume20
Issue2
Pages153-166
Publication date2020-01-31
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage and Intercultural Communication (JOURNAL)
Journal identifiersISSN: 1470-8477 • E-ISSN: 1747-759X
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/14708477.2020.1722148
OpenAlexW3003393589
LanguageEN
Citations received8
References cited17

While many language programmes put the responsibility of language learning in the refugees' hands, few have developed approaches where the responsibility of language rests on both sides: with the refugees and the host communities. Building on rhetorical, intercultural and translanguaging theories, I present a peer-education model to show how it facilitated the emergence of social connections in translanguaging spaces. Participants focused on doing language: planning and delivering collective actions in their communities. I conclude by reviewing some of the principles of the programme that enable collective action-driven language response-ability as a process towards sociolinguistic integration

Action (physics · Intercultural communication · Linguistics · Pedagogy · Political science · Process (computing · Refugee · Rhetorical question · Sociology · Translanguaging · Computer Science · Interpreting and Communication in Healthcare · Multilingual Education and Policy · Second Language Learning and Teaching

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