Translingual identity

Abstract

Translingual identity, as a part of the trans-paradigm, refers to linguistic, sociocultural, ethno-racial, and religious practices, which are negotiable, fluid, and in motion, transcending mainstream boundaries. This paper expands the translingual literature from the perspective of sociolinguistic disparities of culturally and linguistically diverse Eastern-European immigrant women in Australia, as they become victims of the perpetual foreigner stereotype in their host communities. Using the linguistic ethnography methods, such as open ethnographic observation and semi-structured interview, the study reveals that due to biographical accent, name, and the country of origin, as aspects of translingual identity – Australian-by-passport, those women become the victim of the perpetual foreigner stereotypes, such as ‘perceived as different’ and ‘Russian bride,’ which led to their feelings of inferiority and social inequality. By expanding the scope of the translingual identity and how it is perceived in Australia, this study provides a necessary contribution to the translingual literature, while simultaneously advocating for the quality of life and justice for translingual immigrants in their new home.

Power dynamics in translingual practices for Chinese as a Second Language writing education

“…This perspective also suggests an awareness of the power that language has in defining cultural and personal identity. Recognizing the potential for language to empower or marginalize CSL writers is important in developing a translingual identity (Tankosić, 2022;Tankosić et al, 2022;Zheng, 2017) to appreciate the fluidity and synergy of language resources in producing unique and creative ideas.…”

“…Therefore, a translingual identity is important for students to resist monolingual ideologies. Translingual identity formation is a dynamic process that intertwines language use, learners' perception of their own language practices, and their subjective experiences in negotiating different linguistic and cultural resources (Tankosić, 2022;Zheng, 2017). Embracing this process means recognizing and nurturing each student's unique language personality, such as those embodied in Student M's experiences.…”

Review of selected research in applied linguistics published in Australia (2015–2022)

“…3 The links between L2 use, membership and social/personal identities in Australia have been highlighted in several studies (e.g., Park, 2022;Perera, 2021). For studies within the period under review, selfrepresentation is placed in the centre of language use and identity (Chowdhury & Hamid, 2016;Cummins, 2015;Minagawa & Nesbitt, 2022;Tankosić, 2022). How migrants represent themselves and/or are represented in various social contexts is critically linked to the kinds of communications and interactions they participate in, their ongoing L2 learning (and hence the teaching they experience) (Minagawa & Nesbitt, 2022), and their overall integration into mainstream society (Chowdhury & Hamid, 2016).…”

“Foreign beauties want to meet you”: The sexualization of women in Google’s organic and sponsored text search results

“…For instance, the persistent prioritization of "mail-order bride" websites in sponsored and organic results can foster the stigmatization of women from certain countries as mailorder brides, including those coming to the Global North as immigrants or refugees. It is particularly concerning in the case of groups that are already stigmatized as sexualized objects in the public imagination in the Global North, such as in the case of Eastern European (Maydell, 2017;Shpeer and Howe, 2020;Tankosic, 2020) and (South) East Asian women (Ricordeau, 2017;Suphsert, 2021), especially as queries related to them attract a disproportionate share of mail-order bride sponsored content.…”