Learning Languaging Matters. Contributions to a Turn-on-Turn Reflexivity

  • Sangeeta Bagga-GuptaEmail author
Part of the Educational Linguistics book series (EDUL, volume 39)


Ideas encapsulated in the “Linguistic-Turn” drew attention away from mental experiences towards linguistic behavior. Many newer (often overlapping) turn-positions, such as the complexity-, colonial-, mobility-, multilingual-, social-, including my work on the boundary-turn, take cognizance of the role of language in (re)presenting and (co)creating realities. Drawing inspiration from peripheral Southern framings, this chapter highlights a dual-gap regarding conceptualizations of language and learning and the paucity of scholarship that empirically explores the performance of language, in particular from peripheral perspectives. This chapter thus makes visible the marginal engagement with alternative discussions on (re)presentational issues, including the limited focus on how (re)presentations themselves (co)create specific ways of understanding what language is, where, when, why and for whom it exists. Drawing inspiration from turn-positions, the pitfalls and strengths of current ways in which conceptualizations in the language domain contribute to issues of learning in a globalized world are highlighted. Drawing upon sociocultural theories of communication and learning and decolonial framings of communication and identity, salient findings (from previous empirical studies) of performative ways-of-being-with-words or languaging in social practices are contrasted with the ways in which language is itself conceptualized in educational arenas.


Linguistic-turn Boundary-turn Learning Southern Languaging Decolonial Performatory 


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Authors and Affiliations

  1. 1.School of Education and CommunicationJönköping UniversityJönköpingSweden

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