ABSTRACT

This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s and across diverse sign systems; this was demonstrated both in the process and as the product of family storybooks. Taking an ecological approach and drawing from the notions of spatial repertoires, assemblages, and distributed/collaborative agency, the analysis shows that languaging is inherently social, intertextual, multimodal, and contingent on the dynamic of the semiotic ecology. Families collaborated, cross-culturally, metalinguistically, multimodally, and across generations, to discuss, write, draw, and digitize their family stories. This expanded concept of community translanguaging counters the coded notion of language and resulting separatist paradigm of language education with pedagogical implications. Leveraging community repertoires provides new opportunities to create educational space(s) where more/various semiotic resources can be drawn upon to maximize creativity in teaching and learning. It also can engage families and communities from diverse backgrounds in ways that empower, rather than marginalize, diverse ways with words and beyond.

摘要

本文研究了在社区中发生的跨语言。扩展跨语言的概念，我们将社区跨语言概念化作为儿童、他们的家庭和社区成员以及他们的集体符号资源之间的协作意义创造。本文以家庭扫盲项目为研究地点，展示了参与家庭如何建立（建立在）超越个人和跨不同符号系统的文化和符号财富；这在过程中和作为家庭故事书的产物都得到了证明。分析采用生态方法，并从空间曲目、组合和分布式/协作机构的概念中汲取灵感，分析表明语言本质上是社会的、互文的、多模态的，并取决于符号生态学的动态。家庭跨文化、元语言、多模态和跨代合作，讨论、写作、绘画和数字化他们的家庭故事。这种扩展的社区跨语言概念与语言的编码概念以及由此产生的具有教学意义的语言教育的分离主义范式相反。利用社区曲目提供了创建教育空间的新机会，在这些空间中可以利用更多/各种符号资源来最大限度地提高教学和学习的创造力。它还可以让来自不同背景的家庭和社区参与进来，以通过文字和其他方式赋予不同的方式权力，而不是边缘化。利用社区曲目提供了创建教育空间的新机会，在这些空间中可以利用更多/各种符号资源来最大限度地提高教学和学习的创造力。它还可以让来自不同背景的家庭和社区参与进来，以通过文字和其他方式赋予不同的方式权力，而不是边缘化。利用社区曲目提供了创建教育空间的新机会，在这些空间中可以利用更多/各种符号资源来最大限度地提高教学和学习的创造力。它还可以让来自不同背景的家庭和社区参与进来，以通过文字和其他方式赋予不同的方式权力，而不是边缘化。