Intersectional engagements with translanguaging under Asianization
A teacher candidate’s multimodal (counter-)narrative
Bibliographic Data
| ID | 19220702 |
|---|---|
| Authors | Jihea Maddamsetti (0000-0001-5733-435X, Dominion University College, corresponding author) |
| Year | 2026 |
| Pages | 1-19 |
| Publication date | 2026-05-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2026.2669195 |
| OpenAlex | W7162302317 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
Although translanguaging has been widely theorised as a resource for meaning-making and pedagogical transformation, relatively little attention has been paid to how its engagements are shaped by, and shape, the intersectional dynamics of Asianization in the lives of language teacher candidates. This study examines how translanguaging is lived, inscribed, and (re)configured along intersectional lines in the case of Grace, a 1.5-generation im/migrant Asian American woman teacher candidate during language teacher preparation. Drawing on multimodal (counter-)narratives, the analysis traces her shift from stratified, conflicted translanguaging engagements toward more integrated and agentive orientations. Her multimodal inscriptions and counter-stories reveal how Asianization can discipline translanguaging practices through assimilationist demands for standardised English alongside familial and cultural imperatives to maintain linguistic and cultural heritage, while also illustrating how she reasserts translanguaging as a resource for wholeness and pedagogical reorientation. Methodologically, this study demonstrates how multimodal (counter-)narratives can surface embodied inscriptions, silences, and resistances as acts of translanguaged negotiation. The findings underscore the need for language teacher education to critically examine and address structural conditions that regulate whose translanguaging practices are legitimised, backgrounded, or silenced along intersectional lines
Ethnography · Intersectionality · Languages of Africa · Literacy · Multilingualism · Multimodality · Qualitative research · Semi-structured interview · Translanguaging · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Multilingual Education and Policy
Pilgrimages/Peregrinajes
How to do Discourse Analysis
Reading Images
Not a First Language but One Repertoire
Affect, bodies, and embodiment of care
Remembering, (re)membering, and re-membering translanguaging bodies
An urgent call to center AsianCrit in Chinese/English dual language bilingual education programs
Reclaiming the translinguistic selves
Unified Discourse Analysis
Troubling ‘happy’ allure of translanguaging
An intersectional approach to language portraits
Intersectional Identities and Teaching Practice in an Elementary General Classroom
Polish shop(ping) as Translanguaging Space
On the utility of Asian critical (AsianCrit) theory in the field of education
Sticky belonging at the intersection
Translanguaging and Literacies
An Intersectional Approach to Emotion Labor and Language Teacher Identity
Translanguaging as a Practical Theory of Language
The Linguistic Repertoire Revisited
Searching for Belonging - An Analytical Framework
Critical Race Methodology
Talking around super-diversity
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |