This article discusses how art can contribute to the creation of a translanguaging space and how a community program can be a significant site for this collective and creative endeavor. Drawing on translanguaging theories, I founded the “Entretejer/Interweave Community School” program in collaboration with the Immigrant Resource Center, in Springdale, Arkansas to offer art-based bilingual classes. By sharing my pedagogical approach along with art-based project examples, I explore the intersection between an art-making and a translanguaging space as well as how art constitutes a key part of the translanguaging practice. First, I briefly discuss translanguaging theory and my pedagogical approaches. Next, I introduce background information about the community program and two art-based projects I facilitated as an example of art-based translanguaging pedagogy. By sharing my experience developing a community program, I attempt to initiate a dialogue on the possibilities of justice-oriented art and trans- languaging pedagogies.

本文讨论艺术如何为创造跨语言空间做出贡献，以及社区计划如何成为这一集体和创造性工作的重要场所。借鉴翻译理论，我与阿肯色州斯普林代尔的移民资源中心合作建立了“ Entretejer / Interweave社区学校”计划，以提供基于艺术的双语课程。通过分享我的教学方法以及基于艺术的项目示例，我探索了艺术创作与跨语言空间之间的交集，以及艺术如何构成跨语言实践的关键部分。首先，我简要讨论翻译理论和教学方法。下一个，我介绍了有关社区计划的背景信息，以及我作为一个基于艺术的语言教学法的示例而促进的两个基于艺术的项目。通过分享我制定社区计划的经验，我尝试就以正义为导向的艺术和翻译教学法的可能性展开对话。