Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-ndmmz Total loading time: 0 Render date: 2024-06-01T07:46:47.662Z Has data issue: false hasContentIssue false

Part I - Beyond Translingual Playfulness

Towards Precariousness

Published online by Cambridge University Press:  07 May 2024

Sender Dovchin
Affiliation:
Curtin University, Perth
Rhonda Oliver
Affiliation:
Curtin University, Perth
Li Wei
Affiliation:
Institute of Education, University of London
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Translingual Practices
Playfulness and Precariousness
, pp. 17 - 102
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

ABC news. (August, 2020). Ongoing coronavirus border closures take their toll as families separated for months. www.abc.net.au/news/2020-08-23/coronavirus-border-closures-take-toll-as-families-separated/12564488Google Scholar
Back, M., Han, M., & Weng, S. C. A. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and Education, 34(5), 387406. https://doi.org/10.1080/09500782.2020.1744638CrossRefGoogle Scholar
Bakhtin, M. (1981). The Dialogic Imagination: Four Essays (trans. C. Emerson and M. Holquist). University of Texas Press, Austin, TX.Google Scholar
Bakhtin, M. (1984). Rabelais and His World. Indiana University Press, Bloomington.Google Scholar
Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In Benson, P. & Reinders, H. (eds.), Beyond the Language Classroom (pp. 716). Palgrave Macmillan, New York.CrossRefGoogle Scholar
Blackledge, A., & Creese, A. (2009). Meaning-makings as dialogic process: Official and carnival lives in the language classroom. Journal of Language, Identity & Education, 8, 236–53. https://doi.org/10.1080/15348450903130413CrossRefGoogle Scholar
Blommaert, J. (2010). The Sociolinguistics of Globalisation. Cambridge University Press, Cambridge.CrossRefGoogle Scholar
Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 122.Google Scholar
Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. Routledge, London.CrossRefGoogle Scholar
Canagarajah, S. (2018). Translingual practice as spatial repertoires: Expanding the paradigm beyond Structuralist orientations. Applied Linguistics, 39(1), 3154. https://doi.org/10.1093/applin/amx041CrossRefGoogle Scholar
Canagarajah, S. (2021). Rethinking mobility and language: From the Global South. The Modern Language Journal, 105(2), 570–82. https://doi.org/10.1111/modl.12726CrossRefGoogle Scholar
Coates, K., & Carr, S. C. (2005). Skilled immigrants and selection bias: A theory-based field study from New Zealand. International Journal of Intercultural Relations, 29, 577–99. 10.1016/j.ijintrel.2005.05.001CrossRefGoogle Scholar
Cook, G. (2000). Language Play, Language Learning. Oxford University Press, Oxford.Google Scholar
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–15. https://doi.org/10.1111/j.1540-4781.2009.00986.xCrossRefGoogle Scholar
Crystal, D. (1998). Language Play. Penguin Books, London.Google Scholar
De Costa, P. I., Li, W., & Rawal, H. (2019). Language teacher emotions. In Peters, M. (ed.), Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_262-1Google Scholar
De Costa, P. I., Gajasinghe, K., Ojha, L. P., & Rabie–Ahmed, A. (2022). Bridging the researcher–practitioner divide through community‐engaged action research: A collaborative autoethnographic exploration. The Modern Language Journal, 106(3), 547–63.CrossRefGoogle Scholar
Ding, X., & De Costa, P. I. (2018). Faith-based teacher emotional experiences: A case study of a veteran English lecturer in China. Chinese Journal of Applied Linguistics, 41(4), 529–48. https://doi.org/10.1515/cjal-2018-0037CrossRefGoogle Scholar
Dovchin, S. (2021). Translanguaging, emotionality, and English as a second language immigrants: Mongolian background women in Australia. TESOL Quarterly, 55(3), 839–65. https://doi.org/10.1002/tesq.3015CrossRefGoogle Scholar
Dovchin, S. (2022). Translingual Discrimination. Cambridge, Cambridge University Press. https://doi.org/10.1017/9781009209748CrossRefGoogle Scholar
Dovchin, S., & Dryden, S. (2022a). Unequal English accents, covert accentism and EAL migrants in Australia. International Journal of the Sociology of Language, (277), 3346.CrossRefGoogle Scholar
Dovchin, S., & Dryden, S. (2022b). Translingual discrimination: Skilled transnational migrants in the labour market of Australia. Applied Linguistics, 43(2), 365–88.CrossRefGoogle Scholar
Dovchin, S., Pennycook, A., Sultana, S. (2017). Language, culture and the periphery. In Popular Culture, Voice and Linguistic Diversity: Young Adults On-and Offline (pp. 126). Palgrave Macmillan, Cham.Google Scholar
Dryden, S., & Dovchin, S. (2021). Accentism: English LX users of migrant background in Australia. Journal of Multilingual and Multicultural Development, 113. https://doi.org/10.1080/01434632.2021.1980573CrossRefGoogle Scholar
Dryden, S., & Dovchin, S. (2022). Translingual English discrimination: Loss of academic sense of belonging, the hiring order of things, and students from the Global South. Applied Linguistics Review, 43(2), 365–88.Google Scholar
Dryden, S., Tankosić, A., & Dovchin, S. (2021). Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia. System, 101, 111. https://doi.org/10.1016/j.system.2021.102593CrossRefGoogle Scholar
Ellis, E. (2008). Defining and investigating monolingualism. Sociolinguistic Studies, 2(3), 311–30. https://doi.org/10.1558/sols.v2i3.311CrossRefGoogle Scholar
Fang, F., & Liu, Y. (2020). ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 118. https://doi.org/10.1016/j.lingua.2020.102959CrossRefGoogle ScholarPubMed
Firkin, P., Dupuis, A., & Meares, C. (2004). The Experiences of professional migrants working in New Zealand: A biographical-narrative approach. Summary Report, Labour Market Dynamics Research Programme Working Paper No. 13, Massey University, Auckland, New Zealand.Google Scholar
Flores, N. L. (2019). Translanguaging into raciolinguistic ideologies: A personal reflection on the legacy of Ofelia García. Journal of Multilingual Education Research, 9, 4560. https://research.library.fordham.edu/jmer/vol9/iss1/5Google Scholar
Flores, N., & Chaparro, S. (2018). What counts as language education policy? Developing a materialist anti-racist approach to language activism. Language Policy, 17(3), 365–84. https://doi.org/10.1007/s10993-017-9433-7CrossRefGoogle Scholar
Flubacher, M. C., Duchêne, A., & Coray, R. (2017). Language Investment and Employability: The Uneven Distribution of Resources in the Public Employment Service. Palgrave Macmillan, Cham.Google Scholar
García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan, Basingstoke.CrossRefGoogle Scholar
García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity and Education, 16(4), 245–55. https://doi.org/10.1080/15348458.2017.1329016CrossRefGoogle Scholar
García, O., Johnson, S. I., & Seltzer, K. (2016). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Caslon, Philadelphia.Google Scholar
Gkonou, C., Miller, E. R., Dewaele, J. M., & King, J. (2020). Critical incidents in language teachers’ narratives of emotional experience. In The Emotional Rollercoaster of Language Teaching (pp. 131–49). Multilingual Matters, Bristol.Google Scholar
Gkonou, C., & Miller, E. R. (2021). An exploration of language teacher reflection, emotion labor, and emotional capital. TESOL Quarterly, 55(1), 134–55. https://doi.org/10.1002/tesq.580CrossRefGoogle Scholar
Harpalani, V. (2017). ‘Safe spaces’ and the educational benefits of diversity. 13 Duke Journal of Constitutional Law & Public Policy, 117. Available at SSRN: https://ssrn.com/abstract=2942980Google Scholar
Johnsen, R. (2022). ‘Quiero juksar en la julaftenito’ – Playfulness and metalinguistic awareness in translingual family interactions. Multilingua, 41(1), 5783. https://doi.org/10.1515/multi-2019-0120CrossRefGoogle Scholar
Jørgensen, J. N. (2008). Polylingual languaging around and among children and adolescents. International Journal of Multilingualism, 5(3), 161–76. 10.1080/14790710802387562CrossRefGoogle Scholar
Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 2338.Google Scholar
Kim, T. (2017). Academic mobility, transnational identity capital, and stratification under conditions of academic capitalism. Higher Education, 73(6), 981–97. https://doi.org/10.1007/s10734-017-0118-0CrossRefGoogle Scholar
Kottler, J. A. (1996). The Language of Tears. Jossey-Bass Publishers, San Francisco.Google Scholar
Ladegaard, H. J. (2014). Crying as communication in domestic helper narratives: Towards a social psychology of crying in discourse. Journal of Language and Social Psychology, 33(6), 579605. https://doi.org/10.1177/0261927X14538823CrossRefGoogle Scholar
Lang, N. W. (2019). Teachers’ translanguaging practices and ‘safe spaces’ for adolescent newcomers: Toward alternative visions. Bilingual Research Journal, 42(1), 7389. https://doi.org/10.1080/15235882.2018.1561550CrossRefGoogle Scholar
Leonard, R. L. (2017). Writing on the Move: Migrant Women and the Value of Literacy. University of Pittsburgh Press, Pittsburgh.Google Scholar
Leppänen, S., Pitkänen-Huhta, A., Piirainen-Marsh, A., Nikula, T., & Peuronen, S. (2009). Young people’s translocal new media uses: A multiperspective analysis of language choice and heteroglossia. Journal of Computer-Mediated Communication, 14(4), 1080107. https://doi.org/10.1111/j.1083-6101.2009.01482.xCrossRefGoogle Scholar
Li, M., & Campbell, J.. (2009). Accessing employment: Challenges faced by non-native English-speaking professional migrants. Asian and Pacific Migration Journal, 18, 371–95. 10.1177/011719680901800303CrossRefGoogle Scholar
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 930 https://doi.org/10.1093/applin/amx039Google Scholar
Li, W., & Zhu, H. (2019). Tranßcripting: Playful subversion with Chinese characters. International Journal of Multilingualism, 16(2), 145–61 https://doi.org/10.1080/14790718.2019.1575834Google Scholar
Lytra, V. (2008). Playful talk, learners’ play frames and the construction of identities. In Martin-Jones, M., de Mejia, A. M., & Hornberger, N. H. (eds.), Encyclopedia of Language and Education (pp. 185–97). Springer, New York.Google Scholar
Moody, A., & Matsumoto, Y. (2003). ‘Don’t touch my moustache’: Language blending and code ambiguation by two J-Pop artists. Asian Englishes, 6(1), 433. https://doi.org/10.1080/13488678.2003.10801106CrossRefGoogle Scholar
O’Reilly, K. (2009). Key Concepts in Ethnography. Sage, London.CrossRefGoogle Scholar
Ollerhead, S. (2019). Teaching across semiotic modes with multilingual learners: Translanguaging in an Australian classroom. Language and Education, 33(2), 106–22. https://doi.org/10.1080/09500782.2018.1516780CrossRefGoogle Scholar
Pacheco, M. B. (2018). Spanish, Arabic, and ‘English-only’: Making meaning across languages in two classroom communities. TESOL Quarterly, 52(4), 9951021. https://doi.org/10.1002/tesq.446CrossRefGoogle Scholar
Park, S., & Bernstein, K. (2008). Depression and Korean American immigrants. Archives of Psychiatric Nursing 22(1), 1219. 10.1016/j.apnu.2007.06.011CrossRefGoogle ScholarPubMed
Pennycook, A. (2015). Class is out: Erasing social class in applied linguistics D Block: Social class in applied linguistics. Applied Linguistics, 36(2), 270–7. https://doi.org/10.1093/applin/amv003CrossRefGoogle Scholar
Pennycook, A., & Otsuji, E. (2015). Metrolingualism: Language in the City. Routledge, London.CrossRefGoogle Scholar
Piller, I. (2016). Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics. Oxford University Press, Oxford.CrossRefGoogle Scholar
Sandwall, K. (2010). ‘I learn more at school’: A critical perspective on workplace-related second language learning in and out of school. TESOL Quarterly, 44(3), 542–74. https://doi.org/10.5054/tq.2010.229270CrossRefGoogle Scholar
Santos, B. d. S. (2016). Epistemologies of the South and the future. From the European South, 2016(1), 1729. www.boaventuradesousasantos.pt/media/Epistemologies%20of%20the%20south%20and%20the%20future_Poscolonialitalia_2016.pdfGoogle Scholar
Tai, K. W. H., & Li, W. (2021). Constructing playful talk through translanguaging in English medium instruction mathematics classrooms. Applied Linguistics, 42(4), 607–40, https://doi.org/10.1093/applin/amaa043CrossRefGoogle Scholar
Tankosić, A. (2022). Translingual identity: Perpetual foreigner stereotype of the Eastern-European immigrants in Australia. Australian Review of Applied Linguistics, 45(3) 246–71. https://doi.org/10.1075/aral.20078.tanCrossRefGoogle Scholar
Tankosić, A., & Dovchin, S. (2021). (C)overt linguistic racism: Eastern-European background immigrant women in the Australian workplace. Ethnicities, 45(2), 132. https://doi.org/10.1177/14687968211005104Google Scholar
Tankosić, A., Dryden, S., & Dovchin, S. (2021). The link between linguistic subordination and linguistic inferiority complexes: English as a second language migrants in Australia. International Journal of Bilingualism, 25(6), 1782–98. 10.1177/13670069211035561CrossRefGoogle Scholar
Ting-Toomey, S. (2013). Managing conflict in intimate intercultural relationships. In Dudley, Cahn, S. (ed.), Conflict in Personal Relationships (pp. 4777). Routledge, New York.Google Scholar
Wiley, T. G., & García, O. (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. The Modern Language Journal, 100(S1), 4863. https://doi.org/10.1111/modl.12303CrossRefGoogle Scholar
Wolff, D., & De Costa, P. I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. The Modern Language Journal, 101(S1), 7690. https://doi.org/10.1111/modl.12370CrossRefGoogle Scholar

References

Blommaert, J. (2010). The Sociolinguistics of Globalization. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Blommaert, J. (2013). Ethnography, Superdiversity and Linguistic Landscapes: Chronicles of Complexity. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Blommaert, J., & Maly, I. (2016). Ethnographic linguistic landscape analysis and social change: A case study. In Karel, A., Blommaert, J., Rampton, B., & Spotti, M. (eds.), Language and Superdiversity (pp. 197217). London & New York: Routledge.Google Scholar
Canagarajah, S. (2013a). Skilled migration and development: Portable communicative resources for transnational work. Multilingual Education, 3(1), 119.CrossRefGoogle Scholar
Canagarajah, S. (2013b). Translingual Practices: Global Englishes and Cosmopolitan Relations. London & New York: Routledge.CrossRefGoogle Scholar
Canagarajah, S. (2016). Shuttling between scales in the workplace: Reexamining policies and pedagogies for migrant professionals. Linguistics and Education, 34, 4757.CrossRefGoogle Scholar
Canagarajah, S., & de Costa, P. I. (2016). Introduction: Scales analysis, and its uses and prospects in educational linguistics. Linguistics and Education, 34, 110.CrossRefGoogle Scholar
Deppermann, A. (2013). Conversation Analytic Studies of Multimodal Interaction. Journal of Pragmatics, 46, 17.CrossRefGoogle Scholar
Dovchin, S., & Dryden, S. (2022). Translingual discrimination: Skilled transnational migrants in the labour market of Australia. Applied Linguistics, 43(2), 365–88.CrossRefGoogle Scholar
Duchêne, A. (2011). Néolibéralisme, inégalités sociales et plurilinguisme: l’exploitation des ressources langagières et des locuteurs. Langage et Societe, 136(2), 81108.CrossRefGoogle Scholar
Giampapa, F., & Canagarajah, S. (2017). Skilled migration and global English. Globalisation, Societies and Education, 15(1), 14.CrossRefGoogle Scholar
Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 823.CrossRefGoogle Scholar
Goodwin, C. (2017). Co-operative Action. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Government of Canada. (2021, January 11). Language requirements – Skilled immigrants (Express Entry). www.canada.ca/en/immigration-refugees-citizenship/services/immigrate-canada/express-entry/documents/language-requirements.htmlGoogle Scholar
Hawkins, M. R. (2018). Transmodalities and transnational encounters: Fostering critical cosmopolitan relations. Applied Linguistics, 39(1), 5577.CrossRefGoogle Scholar
Heller, M., & Duchêne, A. (2012). Pride and profit: Changing discourses of language, capital and nation-state. In Duchêne, A. & Heller, M. (eds.), Language in Late Capitalism: Pride and Profit (pp. 121). London & New York: Routledge.Google Scholar
Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Milton Park: Taylor & Francis.Google Scholar
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336–66.CrossRefGoogle Scholar
Mondada, L. (2018). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 4762.CrossRefGoogle Scholar
Park, J. S.-Y. (2014). ‘You say ouch and I say aya’: Linguistic insecurity in a narrative of transnational work. Journal of Asian Pacific Communication, 24(2), 241–60.CrossRefGoogle Scholar
Reissman, C. K. (2008). Narrative Methods for the Human Sciences. Melbourne: Sage.Google Scholar
Stalker, N. K. (2018). Devauring Japan: Global Perspectives on Japanese Culinary Identity. Oxford: Oxford University Press.Google Scholar
Zhu, H., Li, W., & Lyons, A. (2015). Translanguaging Business. Working Papers in Translanguaging and Translation, 5, 138.Google Scholar
Zhu, H., Li, W., & Lyons, A. (2017). Polish shop(ping) as translanguaging space. Social Semiotics, 27(4), 411–33.Google Scholar

References

Bennett, J. (2010). Vibrant Matter: A Political Ecology of Things. Durham, NC, Duke University Press.Google Scholar
Blommaert, J., & Varis, P. (2015). The importance of unimportant language. Multilingual Margins, 2(1) 49.Google Scholar
Bourdieu, P. (1963). Travail et travailleurs en Algérie. Paris, Mouton.Google Scholar
Business and Human Rights Resource Centre (2021, July 14). Checked Out: Migrant Worker Abuse in Qatar’s World Cup Luxury Hotels. Business & Human Rights Resource Centre. www.business-humanrights.org/en/from-us/briefings/checked-out-migrant-worker-abuse-in-qatars-world-cup-luxury-hotels/Google Scholar
Butler, J. (1997). Excitable Speech: A Politics of the Performative. London & New York, Routledge.Google Scholar
Butler, J. (2004). Precarious Life: The Powers of Mourning and Violence. London, Verso.Google Scholar
Butler, J. (2009). Performativity, precarity and sexual politics. AIBR. Revista de Antropología Iberoamericana, 4(3), ixiiiGoogle Scholar
Butler, J. (2015). Notes toward a Performative Theory of Assembly. Cambridge, MA, Harvard University Press.CrossRefGoogle Scholar
Butler, J. (2016). Rethinking vulnerability and resistance. In Butler, J., Gambetti, Z., & Sabsay, L. (eds.), Vulnerability in Resistance (pp. 1227). Durham, NC, Duke University Press.CrossRefGoogle Scholar
Cameron, D. (1997). Demythologizing sociolinguistics. In Coupland, N. & Jaworski, A. (eds.), Sociolinguistics (pp. 5567). London, Palgrave MacMillan.CrossRefGoogle Scholar
Dovchin, S. (2019). Language crossing and linguistic racism: Mongolian immigrant women in Australia. Journal of Multicultural Discourses, 14, 334–51. https://doi.org/10.1080/17447143. 2019.1566345CrossRefGoogle Scholar
Dovchin, S., & Dryden, S. (2022). Translingual discrimination: Skilled transnational migrants in the labour market of Australia. Applied Linguistics, 43(2), 365–88.CrossRefGoogle Scholar
García, O. (2019). Decolonizing foreign, second, heritage, and first languages: implications for education. In Macedo, D. (ed.), Decolonizing Foreign Language Education: The Misteaching of English and other Colonial Languages (pp.152–68). New York, Routledge.Google Scholar
García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203–28.CrossRefGoogle Scholar
Hamilakis, Y., & Jones, A. M. (2017). Archaeology and assemblage. Cambridge Archaeological Journal, 27(1), 7784.CrossRefGoogle Scholar
Hardt, M., & Negri, A. (2017). Assembly. Oxford, UK, Oxford University Press.Google Scholar
Hess, D. (2021). ‘The Filipinos, they can do it’ – migrant workers in a multilingual water manufacturing company in Saipan. In Gonçalvez, K. & Kelly-Holmes, H. (eds.), Language, Global Mobilities, Blue-Collar Workers and Blue-collar Workplaces (pp. 204–23). London & New York, Routledge.Google Scholar
Heugh, K., & Stroud, C. (2018). Diversities, affinities and diasporas: A southern lens and methodology for understanding multilingualisms. Current Issues in Language Planning, 20(1), 115.CrossRefGoogle Scholar
Hovens, D. (2020). Workplace learning through human–machine interaction in a transient multilingual blue‐collar work environment. Journal of Linguistic Anthropology, 30(3), 369–88.CrossRefGoogle Scholar
Hovens, D. (2021a). ‘Power dynamics at work: An ethnography of a multilingual metal foundry in the Dutch-German borderland’. PhD thesis: University of Maastricht.Google Scholar
Hovens, D. (2021b). Language policy and linguistic landscaping in a contemporary blue‑collar workplace in the Dutch–German borderland. Language Policy, 20, 645–66.CrossRefGoogle Scholar
Jaspers, J. (2018). The transformative limits of translanguaging. Language and Communication, 58, 110.CrossRefGoogle Scholar
Kasmir, S. (2018). Precarity. In Stein, F. (ed.) The Open Encyclopedia of Anthropology, Facsimile of the first edition of The Cambridge Encyclopedia of Anthropology. Online: http://doi.org/10.29164/18precarityCrossRefGoogle Scholar
Kroskrity, P.V. (2018). On recognizing persistence in the Indigenous language ideologies of multilingualism in two Native American Communities. Language & Communication, 62, 133–44.CrossRefGoogle Scholar
Kroskrity, P. V. (2021). Language ideological assemblages within linguistic anthropology. In Burkette, A. & Warhol, T. (eds.), Crossing Borders, Making Connections: Interdisciplinarity in Linguistics (pp. 129–42). Berlin, Mouton de Gruyter.Google Scholar
Lee, J W & Dovchin, S (2020). Introduction: Negotiating innovation and ordinariness. In Lee, J. W. & Dovchin, S. (eds.), Translinguistics: Negotiating Innovation and Ordinariness (pp. 15) New York, Routledge.Google Scholar
Masquelier, C. (2019). Bourdieu, Foucault and the politics of precarity. Distinktion: Journal of Social Theory, 20(2), 135–55.CrossRefGoogle Scholar
McFarlane, C. (2011). Assemblage and critical urbanism. City, 15(2), 204–25.CrossRefGoogle Scholar
Ministry of Foreign Affairs of Japan. (2019). Signing of Memorandum of Cooperation between Japan and the Republic of Uzbekistan on a Basic Framework for Information Partnership for Proper Operation of the System Pertaining to Foreign Human Resources with the Status of Residence of ‘Specified Skilled Worker’, www.mofa.go.jp/press/release/press4e_002735.html (access date, 19 December, 2021).Google Scholar
Munck, R. (2013). The Precariat: A view from the South, Third World Quarterly, 34(5), 747–62.CrossRefGoogle Scholar
Otomo, R. (2021). The Policy and institutional discourse of communication ability: The case of (migrant) eldercare workers in Japan. In Gonçalvez, K. & Kelly-Holmes, H. (eds.), Language, Global Mobilities, Blue-collar workers and Blue-collar Workplaces (pp. 147–63). London & New York, RoutledgeGoogle Scholar
Otsuji, E., & Pennycook, A. (2016). Cities, conviviality and double-edged language play. In Bell, N. (ed.), Multiple Perspectives on Language Play (pp. 199218). Berlin, Mouton de Gruyter.CrossRefGoogle Scholar
Otsuji, E., & Pennycook, A. (2021). Interartefactual translation: Metrolingualism and resemiotization. In Lee, T. K. (ed.), The Routledge Handbook of Translation and the City (pp. 5976). London & New York, Routledge.CrossRefGoogle Scholar
Pennycook, A. (2017). Translanguaging and semiotic assemblages. International Journal of Multilingualism, 14(3) 269–82.CrossRefGoogle Scholar
Pennycook, A., & Otsuji, E. (2015). Metrolingualism: Language in the City. London, Routledge.CrossRefGoogle Scholar
Pennycook, A., & Otsuji, E. (2017). Fish, phone cards and semiotic assemblages in two Bangladeshi shops in Sydney and Tokyo. Social Semiotics, 27(4), 434–50.CrossRefGoogle Scholar
Pennycook, A., & Otsuji, E. (2019). Mundane metrolingualism. International Journal of Multilingualism, 16(2), 175–86.CrossRefGoogle Scholar
Pennycook, A., & Otsuji, E. (2022). Metrolingual practices and distributed identities: People, places, things and languages. In Ayres-Bennett, W. & Fisher, L. (eds.), Multilingualism and Identity: Interdisciplinary Perspectives (pp. 6990). Cambridge, UK, Cambridge University Press.CrossRefGoogle Scholar
Petrovic, J., & Yazan, B. (2021). Language as instrument, resource, and maybe capital, but not commodity. In Petrovic, J. & Yazan, B. (eds.), The Commodification of Language: Conceptual Concerns and Empirical Manifestations (pp. 2440). London & New York, Routledge.CrossRefGoogle Scholar
Pietikäinen, S., & Allan, K. (2021). ‘Jobs for life’?: Mining temporalities in a transforming arctic periphery. In Gonçalvez, K. & Kelly-Holmes, H. (eds.), Language, Global Mobilities, Blue-Collar workers and Blue-Collar Workplaces (pp. 2748). London & New York, Routledge.Google Scholar
Sabaté-Dalmau, M. (2018). Undocumented migration, informal economic work and peripheral multilingualism: challenges to neoliberal regimes? Language and Intercultural Communication 18(4), 362–76.CrossRefGoogle Scholar
Simpson, W., & O’Regan, J. (2021). Confronting language fetishism in practice. In Petrovic, J. & Yazan, B. (eds.), The Commodification of Language: Conceptual Concerns and Empirical Manifestations (pp. 723). London & New York, Routledge.CrossRefGoogle Scholar
Standing, G. (2014). The Precariat: The New Dangerous Class. London, Bloomsbury.CrossRefGoogle Scholar
Stanford-Billinghurst, N. (2021). ‘We wear the mask’: Agentive and strategic language lay in southern and northern spaces of (im)mobility and precarity. In Heugh, K., Stroud, C., Taylor-Leech, K., & Costa, P. De (eds.), A Sociolinguistics of the South (pp. 6477). London & New York, Routledge.CrossRefGoogle Scholar
Storch, A. (2018). At the fringes of language: On the semiotics of science. Language Sciences, 65, 4857.CrossRefGoogle Scholar
Strömmer, M. (2021). Physical work, customer service or teamwork? Language requirements for seasonal cleaning work in the booming Arctic tourism industry. In Gonçalvez, K. & Kelly-Holmes, H. (eds.), Language, Global Mobilities, Blue-Collar Workers and Blue-Collar Workplaces (pp. 187203). London & New York, Routledge.Google Scholar
Sumata, S. (2019) Linguistic precariat: Judith Butler’s ‘rethinking vulnerability and resistance’ as a useful perspective for applied linguistics. Applied Linguistics Review 10(2), 163–77.Google Scholar
Theodoropoulou, I. (2020). Blue‑collar workplace communicative practices: A case study in construction sites in Qatar. Language Policy, 19, 363–87.CrossRefGoogle Scholar
Thibault, P. J. (2011). First-order languaging dynamics and second-order language: The distributed language view. Ecological Psychology, 23(3), 136.CrossRefGoogle Scholar
Tsing, A. L. (2015). The Mushroom at the End of the World: On the Possibility of Life in Capitalist Ruins. Mercer, NJ, Princeton University Press.Google Scholar
Roe, I. (2022, December 5). Unions NSW survey of 7,000 foreign language job ads finds more than half offer illegal rates of pay. ABC News. www.abc.net.au/news/2022-12-05/unions-nsw-foreign-language-job-ads-survey-most-spruik-low-pay/101730106Google Scholar
Vigouroux, C. (2013). Informal Economy and language practice in the context of migrations. In Duchêne, A., Moyer, M., & Roberts, C. (eds.), Language, Migration and Social Inequalities. A Critical Sociolinguistic Perspective on Institutions and Work (pp. 296328). Bristol, Multilingual Matters.Google Scholar

References

Agnihotri, R. K. (2014). Multilinguality, education and harmony. International Journal of Multilingualism, 11(3), 364–79. https://doi.org/10.1080/14790718.2014.921181CrossRefGoogle Scholar
Anderson, V. (2022, 12 February). Maringka Baker – A Survey. [social media]Google Scholar
Armitage, J. (2021). Desert participants guide research in Central Australia. In Heugh, K., Stroud, C., C., Taylor-Leech, K., & Costa, P. De (eds.), A Sociolinguistics of the South (pp. 214–32). Bristol, Multilingual Matters.Google Scholar
Arnold, L. (2016). Lingua nullius: A Retrospective and Prospect about Australia’s First Languages. Adelaide, Don Dunstan Foundation.Google Scholar
Art Gallery of NSW. (2018). Wynne Prize finalists, 2018. www.artgallery.nsw.gov.au/prizes/wynne/2018/30025/Google Scholar
Australian Government. (2020). The annual report to parliament on progress in ‘Closing the Gap’. https://ctgreport.niaa.gov.au/content.closing-gap-2020Google Scholar
Becker, A. L. (1991). Language and languaging. Language & Communication, 11(1/2), 33–5.CrossRefGoogle Scholar
Billinghurst, N. S. (2021). Sociolinguistic (im)mobilities in spaces of migration. In De Fina, A. & Mazzaferro, G. (eds.), Exploring (Im) mobilities: Language Practices, Discourses and Imaginaries (pp. 3859). Bristol, Multilingual Matters.Google Scholar
Billinghurst, N. S. (2022). ‘The language I speak is the language I speak’: Re-centering multilingual language practices in situations of risk through a sociolinguistics of the South. In Makoni, S., Kaiper-Marquez, A., & Mokwena, L. (eds.), The Routledge Handbook of Language and the Global South/s (pp. 137–46). Oxon, Routledge.Google Scholar
Blommaert, J., & Jie, D. (2010). Ethnographic Fieldwork: A Beginner’s Guide. Bristol, Multilingual Matters.CrossRefGoogle Scholar
Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7(1), 1425. https://doi.org/10.2307/202060CrossRefGoogle Scholar
Bourdieu, P., & Wacquant, L. (1992). An Invitation to Reflexive Sociology. Cambridge & Malden, Polity Press.Google Scholar
Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33(5), 503–23.CrossRefGoogle Scholar
Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. London & New York, Routledge.CrossRefGoogle Scholar
Champagne, I. (2022, 2 February). Grace Tame speaks out about the now famous side-eye. [online report] www.crikey.com.au/2022/02/02/grace-tame-on-civility/Google Scholar
Connell, R. (2007). Southern Theory: The Global Dynamics of Knowledge in Social Science. London, Allen & Unwin.Google Scholar
Connell, R. (2014). Using southern theory: Decolonizing social thought in theory, research and application. Planning Theory, 13(2), 210–23.CrossRefGoogle Scholar
Connell, R. (2019). The Good University: What Universities Actually Do and Why It’s Time for Radical Change. Melbourne, Monash University Publishing.Google Scholar
Cummins, J. (1981). The Role of primary language development in promoting educational success for language minority students. In California State Department of Education (ed.), Schooling and Language Minority Students: A Theoretical Framework (pp. 349). Los Angeles, Evaluation, Dissemination and Assessment Center, California State University. doi: 10.13140/2.1.1334.9449Google Scholar
Cummins, J. (2009). Fundamental psycholinguistic and sociological principles underlying educational success for linguistic minority students. In Skutnabb-Kangas, T., Phillipson, R., Mohanty, A. K., & Panda, M. (eds.), Social Justice through Multilingual Education (pp. 1935). Bristol, Channel View Publications.CrossRefGoogle Scholar
Daniels, B., Sterzuk, A., Turner, P., Cook, W. R., Thunder, D., & Morin, R. (2021). ē -ka – pimohteyahk nīkānehk ōte nīkān, neēhiyaweēwin (Cree language) Revitalisation and Indigenous knowledge (Re-)generation. In Heugh, K., Stroud, C., Taylor-Leech, K., & Costa, P. De (eds.), A Sociolinguistics of the South (pp. 199213). London & New York, Routledge.CrossRefGoogle Scholar
Davy, B., & French, M. (2016). The plurilingual life: A tale of high school students in two cities. In Choi, J. & Ollerhead, S. (eds.), Plurilingualism in Teaching and Learning (pp. 165–81). London & New York, Routledge.Google Scholar
de Sousa Santos, B. (2007). Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges. [Review] Binghampton University, Fernand Braudel Center, 4589.Google Scholar
Dovchin, S., Pennycook, A., & Sultana, S. (2017). Popular Culture, Voice and Linguistic Diversity: Young Adults On-and Offline. New York, Springer.Google Scholar
Fanon, F. (1986). Black Skin, White Masks. London, Pluto Press.Google Scholar
French, M. (2016). Students’ multilingual resources and policy-in-action: An Australian case study. Language and Education, 30(4), 298316. https://doi.org/10.1080/09500782.2015.1114628CrossRefGoogle Scholar
French, M. (2018). ‘Multilingualism as the Medium: learning and life in an Australian secondary school’, unpublished thesis. Doctor of Philosophy, University of South Australia, Adelaide.Google Scholar
French, M., & de Courcy, M. (2016). A place for students’ multilingual resources in an Australian High School. In Snowden, C. & Nichols, S. (eds.), Languages and Literacies as Mobile and Placed Resources (pp. 153–69). London & New York, Routledge.Google Scholar
Georgakopoulou, A. (2007). Small Stories, Interaction and Identities (Vol. 8). Amsterdam, John Benjamins Publishing. doi: 10.1075/sin.8CrossRefGoogle Scholar
Goddard, C. (2006). Pitjantjatjara/Yankunytjatjara to English dictionary (revised 2nd ed.) Alice Springs, IAD Press.Google Scholar
Heffernan, T. A., & Maxwell, J. (2019). The media’s coverage of ‘Closing the Gap’ in Australian education. Discourse: Studies in Cultural Politics in Education, 41(6), 926–39.Google Scholar
Hendlin, Y. H. (2014). From terra nullius to terra communis: reconsidering wild land in an era of conservation and Indigenous rights. Environmental Philosophy, 11(2), 141–74.CrossRefGoogle Scholar
Heugh, K. (2017a). Entangled discourses: South–North orders of visibility. In White, J. (ed.), Re-placing and Re-Centring Southern Multilingualisms: A De-Colonial Project (Vol. 12, pp. 209–29). London & New York, Routledge.Google Scholar
Heugh, K. (2017b). Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In Language and the Sustainable Development Goals: Selected Proceedings from the 12th Language and Development Conference (pp. 37–48). Dakar, Senegal, British Council.Google Scholar
Heugh, K. (2021). ‘Multilingual pedagogies, action research and decolonial policy intervention in higher education’ [Paper presentation]. ECSPM Symposium, Konstanz University, Germany, 28–29 June.Google Scholar
Heugh, K., Stroud, C., Taylor-Leech, K., & De Costa, P. I. (2021a). A sociolinguistics of the South. In Heugh, K., Stroud, C., Taylor-Leech, K., & De Costa, P. (eds.), A Sociolinguistics of the South. Routledge Critical Studies in Multilingualism (pp. 120). London, Routledge.CrossRefGoogle Scholar
Heugh, K., Stroud, C., Taylor-Leech, K., & De Costa, P. I. (eds.). (2021b). A Sociolinguistics of the South. London, Routledge.CrossRefGoogle Scholar
Jackson, S., Porter, L., & Johnson, L. (2018). Planning in Indigenous Australia: From Imperial Foundations to Postcolonial Futures (1st ed., Vol. 1). London & New York, Routledge. https://doi.org/10.4324/9781315693668Google Scholar
Jørgensen, J. N. (2008). Polylingual languaging around and among children and adolescents. International Journal of Multilingualism, 5(3), 161–76.CrossRefGoogle Scholar
Kubota, R. (2015). Inequalities of Englishes, English speakers, and languages: A critical perspective on pluralist approaches to English. In Tupas, R. & Rubdy, R. (eds.), Unequal Englishes: The Politics of Englishes Today (pp. 2142). London, Palgrave Macmillan.CrossRefGoogle Scholar
Laitin, D. D. (1993). The game theory of language regimes. International Political Science Review, 14(3), 227–39. https://doi:10.1177/019251219301400302CrossRefGoogle Scholar
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evalusation, 18(7), 641–54.Google Scholar
Li, W. (2011). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–35. https://doi.org/10.1016/j.pragma.2010.07.035Google Scholar
Lofton, R. (2019). ‘On the masks we wear’, accessed 26 May 2020. www.rememberinghistory.com/news/2019/9/13/nbspon-the-masks-we-wearGoogle Scholar
Malcolm, I. (2018) Australian Aboriginal English: Change and Continuity in an Adopted Language. Berlin, De Gruyter Mouton.CrossRefGoogle Scholar
Menezes De Souza, L. M. T. (2018). Entering a culture quietly: Writing and cultural survival in Indigenous education in Brazil. In Makoni, S. & Pennycook, A. (eds.), Disinventing and Reconstituting Languages (pp. 135–69). Bristol, Multilingual Matters.Google Scholar
Mignolo, W. D. (1996). Linguistic maps, literary geographies, and cultural landscapes: Languages, languaging, and (trans) nationalism. Modern Language Quarterly, 57(2), 181–97.CrossRefGoogle Scholar
Mignolo, W. D., & Walsh, C. (2018). On Decoloniality: Concepts, Analytics, Praxis. Durham, NC, Duke University Press.Google Scholar
Murphy, K. (2022, 25 January) ‘Young women like Tame weren’t socialised to shut up when authority figures speak and it feels like progress’. [online report] www.theguardian.com/australia-news/2022/jan/25/young-women-like-grace-tame-werent-socialised-to-shut-up-when-authority-figures-speak-and-it-feels-like-progressGoogle Scholar
Nora, P. (2001). L’ego-histoire est-elle possible? Historein, 3, 1926.CrossRefGoogle Scholar
Ortiz, F. (1940). Cuban Counterpoint: Tobacco and Sugar (1995 ed.). Durham, NC, Duke University Press.Google Scholar
Palmer, D. (2010). Ngapartji ngapartji: The consequences of kindness. Big hART. www.bighart.org/wp-content/uploads/2017/03/BIghART_Evaluation_ConsequencesofKindness.pdfGoogle Scholar
Pennycook, A. (2007). Global Englishes and Transcultural Flows. London, Routledge.Google Scholar
Remeikis, A. (2022, 26 January) ‘On the Project my rage bubbled to the surface. That’s what happens when women are no longer willing to make nice’. [online report] www.theguardian.com/commentisfree/2022/jan/26/on-the-project-my-rage-bubbled-to-the-surface-thats-what-happens-when-women-are-no-longer-willing-to-make-niceCrossRefGoogle Scholar
Rigney, L-I. (2001). A first perspective of Indigenous Australian participation in Science: framing Indigenous research towards Indigenous Australian intellectual sovereignty. Kaurna Higher Education Journal, 7, 113.Google Scholar
Rigney, L.-I. (1997). Internationalisation of an Indigenous anti-colonial cultural critique of research methodologies: a guide to Indigenist research methodology and its principles. Journal for Native American Studies, 14(2), 109–21. https://dx.doi.org/10.2307/1409555Google Scholar
Santos, B. d. S. (2018). The End of the Cognitive Empire: The Coming of Age of the Epistemologies of the South. Durham, NC, Duke University Press.CrossRefGoogle Scholar
Saxena, M., & Martin-Jones, M. (2013). Multilingual resources in classroom interaction: Ethnographic and discourse analytic perspectives. Language and Education, 27(4), 285–97. https://doi.org/10.1080/09500782.2013.788020CrossRefGoogle Scholar
Slembrouck, S., & Rosiers, K. (2018). Translanguaging: A matter of sociolinguistics, pedagogics and interaction? In Van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S., & Maryns, K. (eds.), The Multilingual Edge of Education (pp. 165–87). London, Palgrave Macmillan. https://doi.org/10.1057/978-1-137-54856-6_8Google Scholar
Smith, L. T. (2012). Research and Decolonising Methodologies (2nd ed.). London, Bloomsbury.Google Scholar
Sonntag, S., & Cardinal, L. (2016). State traditions and language regimes: A historical institutionalism approach to language policy. Acta University Sapientiae, European and Regional Studies, 8, 521. https://doi.org/10.1515/auseur-2015-0010Google Scholar
Sonntag, S. K., & Cardinal, L. (2015). Introduction: State Traditions and Language Regimes: Conceptualizing Language Policy Choices. In Cardinal, L. & Sonntag, S. K. (eds.), State Traditions and Linguistic Regimes (pp. 326). Montreal, McGill-Queens University Press.Google Scholar
Stanford-Billinghurst, N. (2021). ‘We wear the mask’: Agentive and strategic language play in southern and northern spaces of (im)mobility and precarity. In Heugh, K., Stroud, C., Taylor-Leech, K., & De Costa, P. (eds.), A Sociolinguistics of the South. Routledge critical studies in multilingualism (pp. 6477). London & New York, Routledge.CrossRefGoogle Scholar
Stroud, C., & Heugh, K. (2011). Language in Education. In Mesthrie, R. (ed.), The Cambridge Handbook of Sociolinguistics (pp. 413–29). Cambridge: Cambridge University Press.Google Scholar
Stroud, C., & Heugh, K. (eds.). (2021). Southern Sociolinguistics. Bristol, Multilingual Matters.Google Scholar
Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In Byrnes, H. (ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky (pp. 95109). New York, Continuum.Google Scholar
Tedmanson, D. (2015). Ngapartji Ngapartji – Narratives of reciprocity in ‘yarning up’ participatory research. In Bryant, L. (ed.), Critical and Creative Research Methodologies in Social Work (pp. 89106). Farnham, UK, Ashgate.Google Scholar
Watson, I. (2014). Re-centring First Nations knowledge and places in terra nullius space. AlterNative, 10(5), 508–20.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×