Multilingual Education Gerardo Mazzaferro Editor Translanguaging as Everyday Practice Multilingual Education Volume 28 Series Editors Andy Kirkpatrick Department of Humanities, Languages and Social Sciences, Griffith University, Brisbane, Australia Bob Adamson Chair Professor of Curriculum Reform Department of International Education & Lifelong Learning The Education University of Hong Kong, Tai Po, Hong Kong SAR Editorial Board Jan Blommaert, University of Tilburg, The Netherlands Kingsley Bolton, Nanyang Technological University, Singapore Feng Anwei, The University of Nottingham, Ningbo, China Ofelia Garcia, The Graduate Centre, City University of New York, USA Saran Kaur Gill, Universiti Kebangsaan Malaysia, Selangor, Malaysia Mingyue (Michelle) Gu, Education University of Hong Kong, Hong Kong Gu Yueguo, The Chinese Academy of Social Sciences Hartmut Haberland, Roskilde University, Denmark David C.S. Li, The Hong Kong Polytechnic University, Hong Kong Li Wei, Birkbeck College, University of London, UK Low Ee-Ling, National Institute of Education, Singapore Tony Liddicoat, University of South Australia, Adelaide, Australia Ricardo Nolasco, University of the Philippines at Diliman, Manila, The Philippines Merrill Swain, Ontario Institute of Studies in Education, University of Toronto, Canada Virginia Yip Choy Yin, Chinese University of Hong Kong, Shatin, NT, Hong Kong SAR The book series Multilingual Education publishes top quality monographs and edited volumes containing empirical research on multilingual language acquisition, language contact and the respective roles of languages in contexts where the languages are not cognate and where the scripts are often different, in order to be able to better understand the processes and issues involved and to inform governments and language policy makers. The volumes in this series are aimed primarily at researchers in education, especially multilingual education and other related fields, and those who are involved in the education of (language) teachers. Others who will be interested include key stakeholders and policy makers in the field of language policy and education. The editors welcome proposals and ideas for books that fit the series. For more information on how you can submit a proposal, please contact the publishing editor, Jolanda Voogd. E-mail: [email protected] More information about this series at http://www.springer.com/series/8836 Gerardo Mazzaferro Editor Translanguaging as Everyday Practice Editor Gerardo Mazzaferro Department of Foreign Languages, Literatures and Modern Cultures University of Turin Turin, Italy ISSN 2213-3208 ISSN 2213-3216 (electronic) Multilingual Education ISBN 978-3-319-94850-8 ISBN 978-3-319-94851-5 (eBook) https://doi.org/10.1007/978-3-319-94851-5 Library of Congress Control Number: 2018953339 © Springer International Publishing AG, part of Springer Nature 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Acknowledgments My gratitude goes to the scholars who have written chapters for the book and who have been extremely cooperative during the editing process. The current volume would not have been possible without their dedicated work. I am also greatly indebted to the anonymous external peer reviewers for their valuable comments and insights. My sincere thanks are also due to Helen van der Stelt and Jolanda Voogd at Springer who provided invaluable support and commitment, and to all the editorial staff of Springer. I would also like to thank my caring and supportive family, Sabrina, Francesca and Sara. Last, but most importantly, my heartfelt gratitude goes to my parents. v Contents 1 Translanguaging as Everyday Practice. An Introduction . . . . . . . . . . 1 Gerardo Mazzaferro 2 Translanguaging in a Monoglot Context: Children Mobilising and (Re) Positioning their Multilingual Repertoires as Resources for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Pinky Makoe 3 Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Teppo Jakonen, Tamás Péter Szabó, and Petteri Laihonen 4 “We Know the Same Languages and Then We Can Mix Them”: A Child’s Perspectives on Everyday Translanguaging in the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 BethAnne Paulsrud and Boglárka Straszer 5 Translanguaging in a Birmingham Chinese Complementary School: Ideology and Identity . . . . . . . . . . . . . . . . . . 69 Jing Huang 6 Language Maintenance and Shift Within New Linguistic Minorities in Italy: A Translanguaging Perspective . . . . . . . . . . . . . . 87 Gerardo Mazzaferro 7 Translanguaging: A Vital Resource for First Nations Peoples . . . . . . 107 Donna Starks 8 Translanguaging and Hybrid Spaces: Boundaries and beyond in North Central Arnhem Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Jill Vaughan 9 Translingual Practices in Global Business. A Longitudinal Study of a Professional Communicative Repertoire . . . . . . . . . . . . . . . . . . . . 149 Tiina Räisänen vii viii Contents 10 Communicative Repertoires in Advertising Space in Lesotho: The Translanguaging and Commodification Nexus . . . . . . . . . . . . . . 175 Henry Amo Mensah 11 Translanguaging and Collaborative Creative Practices: Communication and Performance in an Intercultural Theatre Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Naomi Wells 12 Translanguaging and Language Creativity in Drama Staging . . . . . . 215 Joëlle Aden and Maria Pavlovskaya 13 Translanguaging and the Negotiation of Meaning. Multilingual Signage in a Swiss Linguistic Landscape . . . . . . . . . . . . 235 Edina Krompák and Stephan Meyer 14 What Shapes Everyday Translanguaging? Insights from a Global Mental Health Project in Northern Uganda . . . . . . . . 257 Jane Andrews, Richard Fay, and Ross White Contributors Joëlle Aden School of Social Sciences & Humanities, Paris-Est-Créteil University, IMAGER EA3958, Créteil, France Jane Andrews Department of Education and Childhood, Faculty of Arts, Creative Industries and Education, University of the West of England, Bristol, UK Richard Fay School of Environment, Education and Development, The University of Manchester, Manchester, UK Jing Huang Department of Education, University of Bath, Bath, UK Teppo Jakonen Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland Edina Krompák School of Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, Basel, Switzerland Petteri Laihonen Centre for Applied Language Studies, Research Collegium for Language in Changing Society, University of Jyväskylä, Jyväskylä, Finland Pinky Makoe Department of English Studies, University of South Africa, Pretoria, South Africa Gerardo Mazzaferro Department of Foreign Languages, Literatures and Modern Cultures, University of Turin, Turin, Italy Henry Amo Mensah English Department, National University of Lesotho, Roma, Lesotho Stephan Meyer Language Centre, University of Basel, Basel, Switzerland BethAnne Paulsrud English Department, Dalarna University, Falun, Sweden Maria Pavlovskaya Doctoral school “Cultures et Sociétés” of Paris-Est-Créteil University, IMAGER EA3958, Créteil, France ix x Contributors Tiina Räisänen Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland Donna Starks School of Education, La Trobe University, Bundoora, Victoria, Australia Boglárka Straszer School of Humanities and Media Studies, Dalarna University, Falun, Sweden Tamás Péter Szabó Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland Jill Vaughan Department of Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway Research Unit for Indigenous Language, University of Melbourne, Melbourne, Victoria, Australia Naomi Wells School of Advanced Study, University of London, London, UK Ross White Institute of Psychology, Health and Society, University of Liverpool, Liverpool, UK