Advertisement

A Translingual Community of Practice

  • Patrick Kiernan
Chapter

Abstract

This chapter, introduces and discusses the range of translingual experiences in relation to a continuum of translingual identity. This chapter also considers the various ways in which the class can be conceived of as a community of translinguals. This includes the idea of the class as a family and the class as a community of practice with orientations towards certain key values. The values they expressed were oriented to learning through active communication, for communication and the development of relationships and through study abroad.

References

  1. Abutalebi, Jubin, Stefano F. Cappa, and Daniela Perani. 2001. The Bilingual Brain Revealed by Functional Neuroimaging. Bilingualism: Language and Cognition 4 (2): 179–190.CrossRefGoogle Scholar
  2. Benson, Phil. 2011. Teaching and Researching Autonomy. 2nd ed. Harlow: Pearson Education.Google Scholar
  3. Benson, Phil, Alice Chik, and Hye-Yeon Lim. 2003. Becoming Autonomous in an Asian Context: Autonomy as a Sociocultural Process. In Learner Autonomy Across Cultures, ed. David Palfreyman and Richard C. Smith, 23–40. Basingstoke: Palgrave.CrossRefGoogle Scholar
  4. Chee, M.W.L., D. Caplan, C.S. Soon, N. Sriram, E.W.L. Tan, T. Thiel, and B. Weekes. 1999. Processing of Visually Presented Sentences in Mandarin and English Studied with fMRI. Neuron 23 (1): 127–137.CrossRefGoogle Scholar
  5. Cotterall, Sara. 2008. Autonomy and Good Language Learners. In Lessons from Good Language Learners, ed. Carol Griffiths, 110–120. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  6. Furnham, Adrian, and Stephen Bochner. 1986. Culture Shock: Psychological Reactions to Unfamiliar Environments. London: Routledge.Google Scholar
  7. Geyer, Naomi. 2010. Discourse and Politeness: Ambivalent Face in Japanese. London: Continuum.Google Scholar
  8. Gibbons, Pauline. 2002. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann.Google Scholar
  9. Gordon, Jan. 2003. The Failure of Failure. In I Wouldn’t Want Anybody to Know: Native English Teaching in Japan, ed. Eva P. Bueno and Terry Caesar, 221–240. Tokyo: JPGS Press.Google Scholar
  10. Halliday, M.A.K. 1977. Learning How to Mean: Explorations in the Development of Language. New York: Elsevier.Google Scholar
  11. Hernandez, Arturo E. 2013. The Bilingual Brain. Oxford: Oxford University Press.CrossRefGoogle Scholar
  12. Honna, Nobuyuki, and Yuko Takeshita. 1998. On Japan’s Propensity for Native Speaker English: A Change in Sight. Asian Englishes 1 (1): 1–15.Google Scholar
  13. Ibrahim, Raphiq. 2009. Selective Deficit of Second Language: A Case Study of a Brain-Damaged Arabic-Hebrew Bilingual Patient. Behavioral and Brain Functions 5 (17): 1–10.Google Scholar
  14. Kubota, Ryuko. 1998. Ideologies of English in Japan. World Englishes 17 (3): 295–306.CrossRefGoogle Scholar
  15. Landry, Rodriguez, and Real Allard. 1993. Beyond Socially Naive Bilingual Education: The Effects of Schooling and Ethnolinguistic Vitality on Additive and Subtractive Bilingualism. In Proceedings of the National Association for Bilingual Education Conferences, 3–30. Tucson, AZ, 1990; Washington, DC, 1991.Google Scholar
  16. Lave, Jean, and Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  17. Lea, Mary R. 2005. ‘Communities of Practice’ in Higher Education: Useful Heuristic or Educational Model? In Beyond Communities of Practice: Langauge, Power and Social Context, ed. David Barton and Karin Tusting, 180–197. Cambridge University Press.Google Scholar
  18. Minami, Masahiko. 1998. Politeness Markers and Psychological Compliments: Wrapping-Up Devices in Japanese Oral Personal Narratives. Narrative Inquiry 8 (2): 351–371.CrossRefGoogle Scholar
  19. Nagatomo, Diane. 2011. A Case Study of How Beliefs Toward Language Learning and Language Teaching Influence the Teaching Practices of a Japanese Teacher of English in Japanese Higher Education. The Language Teacher 35 (6): 29–33.Google Scholar
  20. Painter, Clare. 1999. Learning Through Language in Early Childhood. In Open Linguistics Series, ed. Robin Fawcett. London: Continuum.Google Scholar
  21. Pavlenko, Aneta. 2014. The Bilingual Mind: And What It Tells Us About Language and Thought. Cambridge: Cambridge University Press.Google Scholar
  22. Schwyter, Jürg. 2013. Losing Language: Multilingualism and Aphasia. Babel The Language Magazine, 29–34, August.Google Scholar
  23. Seargent, Phillip. 2009. The Idea of English in Japan: Ideology and the Evolution of a Global Language. Bristol: Multilingual Matters.Google Scholar
  24. Shimomura, Fuyu. 2014. Japanese Returnees’ Reentry Cultural Struggles. Journal of Intercultural Communication 34: 1–16.Google Scholar
  25. Toyama, Atsuko. 2003. Regarding the Establishment of an Action Plan to Cultivate “Japanese with English Abilities,” Ch.2-4-1-(3). In Japanese Government Policies in Education, Culture, Sports, Science and Technology. MEXT: Tokyo. Available at: www.mext.go.jpGoogle Scholar
  26. Tusting, Karin. 2005. Language and Power in Communities of Practice. In Beyond Communities of Practice: Language, Power and Social Context, ed. David Barton and Karin Tusting, 36–54. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  27. Usami, Mayumi. 2003. Discourse Politeness in Japanese Conversation: Some Implications for a Universal Theory of Politeness. Tokyo: Hitsuji-shobo.Google Scholar
  28. Watanabe, Yumi. 2003. English Education That’s Useful. The Japan Times, Wednesday, December 31, 15. http://www.japantimes.co.jp.
  29. Wenger, Etienne. 1999. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.Google Scholar
  30. Wenger, Etienne, Richard McDermott, and William M. Snyder. 2002. Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston: Harvard Business School Press.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Patrick Kiernan
    • 1
  1. 1.KenkyutoMeiji UniversityTokyoJapan

Personalised recommendations