Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala,The Modern Language Journal

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Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala
The Modern Language Journal ( IF 4.7 ) Pub Date : 2021-02-27 , DOI: 10.1111/modl.12701
TRACY QUAN ₁ , JULIA MENARD–WARWICK ₂

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How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning—that is, they engage in translingual practice. This article presents the case of Terry—a Vietnamese‐American learner of Spanish—during a 13‐week stay in Guatemala as she navigates and reflects on her sense of self. Employing translingual practice and symbolic competence as theoretical frameworks, this study examines how Terry drew on her cultural and linguistic background to understand her experiences abroad and in turn, how an abroad experience encouraged critical self‐reflection. Through a thematic analysis of interviews, course assignments, and audio‐recorded classroom observations, the findings illustrate how an abroad curriculum that emphasized structured critical reflection and local engagement encouraged Terry's development of critical translingual competence; an awareness of the symbolic significance of meaning‐making resources across contexts; and the inextricable connections among identity, language, and culture.

中文翻译：

国外学习中的跨语言和跨文化反思：以危地马拉的一名越南裔美国学生为例

出国留学研究已经对多语种如何在他们获得另一种语言时如何反思和解释他们在国外的经历进行了理论研究。多语种会导航多种身份，跨语言和社会界限，并利用各种资源来表达意义，也就是说，他们会从事跨语种实践。本文介绍了越南裔美国人西班牙语学习者泰瑞（Terry）的情况，她在危地马拉（Guatemala）停留了13周，同时她在导航和反思自己的自我意识。本研究以跨语言实践和象征性能力为理论框架，研究了特里如何借助其文化和语言背景来了解自己在国外的经历，进而考察了国外的经历如何鼓励批判性的自我反思。通过对访谈，课程任务的主题分析，以及录音教室的观察结果，这些发现说明了强调结构化批判性思考和本地参与的国外课程如何鼓励特里发展批判性跨语言能力；意识到跨上下文的意义创造资源的象征意义；以及身份，语言和文化之间的千丝万缕的联系。

更新日期：2021-03-25

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