ABSTRACT

Postmemory, the narrativised intergenerational transfer of often traumatic experiences, is a crucial component of multilingual identity negotiation. In this article, we focus specifically on the curricular interactions and personal and collective aspirations of multilingual students who use English for academic purposes. We situate our discussions in the literature on critical pedagogy, affect/emotion theory, and memory studies. We utilise duoethnography as a methodology for our dialogic inquiry. A duoethnographic approach enables us to be both self-reflexive and socially transformative through our explorations of lived experiences of language loss and gain and of our historical becoming of professional language educators. We highlight how multilingual identities are constructed, challenged, and reconstructed not only by social practices of sign-use, but also by intergenerational spatial mobility and the distributed nature of postmemory. Finally, we provide pedagogical implications for language education that seek to foster critical affective literacies. Turning to affect and emotion is important to move the discussion of multilingual identities beyond physical signifiers of social differentiation (i.e. race, gender, ethnicity, and class). Pedagogical attention to memory, affect and identity may offer us a more nuanced understanding of teachers’ and students’ agency and investment in multilingual semiotic practices.

摘要

后记忆，通常是创伤经历的叙述性代际转移，是多语言身份协商的重要组成部分。在本文中，我们特别关注将英语用于学术目的的多语言学生的课程互动以及个人和集体愿望。我们将讨论放在关于批判性教学法、情感/情感理论和记忆研究的文献中。我们利用双民族志作为我们对话探究的方法。双民族志方法使我们能够通过探索语言失去和获得的生活经历以及我们成为专业语言教育者的历史来进行自我反思和社会变革。我们强调了如何构建、挑战多语言身份，不仅通过符号使用的社会实践，而且通过代际空间流动和后记忆的分布性质重建。最后，我们为寻求培养批判性情感素养的语言教育提供了教学意义。转向情感和情感对于推动多语言身份的讨论超越社会分化的物理标志（即种族、性别、民族和阶级）很重要。对记忆、情感和身份的教学关注可以让我们对教师和学生的能动性和对多语言符号实践的投资有更细致的理解。转向情感和情感对于推动多语言身份的讨论超越社会分化的物理标志（即种族、性别、民族和阶级）很重要。对记忆、情感和身份的教学关注可以让我们对教师和学生的能动性和对多语言符号实践的投资有更细致的理解。转向情感和情感对于推动多语言身份的讨论超越社会分化的物理标志（即种族、性别、民族和阶级）很重要。对记忆、情感和身份的教学关注可以让我们对教师和学生的能动性和对多语言符号实践的投资有更细致的理解。