In this article, I explore the paradigmatic boundaries between New Literacy Studies, translanguaging, and posthuman thought around language and literacy. This enquiry began with a recent encounter with emergent bilingual children in a community-based writing programme which caused me to ‘rethink’ some of my humanistic groundings and assumptions about literacy(ies) and turn to posthuman thinking to address its affective workings. Notably, I wanted to pay more attention to bodies, laughter, and material when thinking about the emergence of a language and literacy moments in my data collection. This emergence of literacy occurred during a research project that I had designed, which focused on implementing translanguaging pedagogies as an act of resistance and restorative justice in a community-based writing centre that served the Latinx community in urban Philadelphia. I had framed that study, theoretically and methodologically, with and around sociocultural theories of literacy and language, informed by the scholarship stemming from New Literacies Studies and Translanguaging as a Theory of Language. Through a set of Saturday workshops, I had set out to understand how a translanguaging pedagogy could foster a critical, restorative, and resistant language and literacy pedagogy and practice for these emergent bilingual children. However, during one of these workshops, some literacy emerged that did not fit within my theoretical framework. It was data that I didn’t know what to do with, and it all began with a ball of sticky tack.

在这篇文章中，我探讨了新读写能力研究、跨语言以及围绕语言和读写能力的后人类思想之间的范式界限。这项调查始于最近在基于社区的写作计划中遇到新兴的双语儿童，这让我“重新思考”了我对读写能力的一些人文基础和假设，并转向后人类思维来解决其情感运作。值得注意的是，在我的数据收集中考虑语言和识字时刻的出现时，我想更多地关注身体、笑声和材料。这种出现扫盲发生在我设计的一个研究项目中，该项目的重点是在为费城城市拉丁裔社区服务的社区写作中心实施跨语言教学法作为抵抗和恢复性正义的行为。在新文学研究和跨语言作为语言理论的奖学金的指导下，我在理论和方法上围绕读写和语言的社会文化理论构建了这项研究。通过一系列周六的研讨会，我开始了解跨语言教学法如何为这些新兴的双语儿童培养批判性、恢复性和抗拒的语言和识字教学法和实践。然而，在其中一个讲习班中，出现了一些识字这不符合我的理论框架。我不知道如何处理这些数据，而这一切都始于一团粘性大头针。