Translingual practice among African immigrants in the US: embracing the mosaicness of the English language

Kigamwa, James Chamwada; Ndemanu, Michael Takafor

doi:10.1080/01434632.2016.1186678

Cited by 12 publications

(7 citation statements)

References 22 publications

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“…Overall, despite ‘possible misunderstandings and even tensions between speakers of different languages,’ translingual English, according to Kigamwa and Ndemanu (, pp. 468–469), embodies ‘tolerance and respect for cultural and linguistic differences, and overall multiculturalism.’ Translingualism, according to Lee (, pp.…”

Section: Gay English and Translingual Englishmentioning

confidence: 99%

Translingual English, Facebook, and gay identities

Dovchin

2019

World Englishes

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This paper discusses the role of English in ‘enacting one's sexuality’ or ‘gendered identities’ in the Facebook practices of gay Mongolian men. Drawing on digital ethnographic studies, the study aims to illustrate how the role of English needs to be understood from the sophisticated complexities of ‘translingual English’ authored by Facebook users. It presents how Mongolian Facebook users are frequently involved with translingual English practices through their extensive relocalization of variable resources, including English, Mongolian, and other forms of codes, modes, styles, repertoires, and genres. The study also demonstrates how translingual English users deploy Facebook as a highly potent site and formula for the construction and performance of their ‘sexuality.’

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Section: Gay English and Translingual Englishmentioning

confidence: 99%

Translingual English, Facebook, and gay identities

Dovchin

2019

World Englishes

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“…In addition to being fluent in a colonial language (e.g., English, French, Spanish, and Portuguese), the majority of Africans in Africa speak at least two local, or indigenous, languages (Kigamwa & Ndemanu, ). The ability to speak multiple languages is attributed to educational policies in many African countries that favor the use of local languages in early primary school instruction (Muthwii & Kioko, ; Obondo, ).…”

mentioning

confidence: 99%

“…These policies are also reinforced by the use of these languages across different public and private domains. Kigamwa and Ndemanu () contend that heteroglossic language practices are one of the ways in which many African immigrants and refugees in the United States attempt to become Americanized without being ‘de‐Africanized.’ In other words, codeswitching between languages and dialects is one of the keys to maintaining ties between themselves and other African immigrants in their host country, and between themselves and their countries of origin.…”

mentioning

confidence: 99%

“J'aime to be Funny!”: Humor, Learning, and Identity Construction in High School English as a Second Language Classrooms

Dávila

2019

The Modern Language Journal

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Creative manipulations of language have long been recognized as important aspects of second language development. Research has largely examined playful language within adult foreign language classrooms; however, less attention has been given to the pragmatic use of humor among adolescent multilingual learners of English. Drawing on oral interactional and interview data in racially, ethnically, and linguistically diverse high school English as a second language (ESL) classrooms in the United States, this article examines humor and playful talk in the translanguaging practices of adolescent multilingual Central African immigrant and refugee students whose common languages are French and English. Data are analyzed through discursive identity frameworks that view identities produced through interaction, through heteroglossic perspectives on language use and development, and through a raciolinguistic lens. Findings reveal that everyday comedic classroom interaction afforded students opportunities to negotiate macro‐processes of social, racial, and economic marginalization in and outside of school, and fostered group cohesion and metalinguistic awareness. This article concludes by presenting pedagogical implications of valuing and harnessing student‐generated humorous interaction for meaningful language and content learning.

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“…They explain that people who seem to have a generalized view about African immigrants often get surprised when they actually get an opportunity to relate with these immigrants. Kigamwa and Ndemanu (2017) highlight this xenophobic perspective and microagressions.…”

Section: African Culture In the Usmentioning

confidence: 93%

“…Such generalizations often ignite misleading conclusions. Kigamwa and Ndemanu (2017) explained that African immigrants have differences, including the colonial experiences of their countries; such differences influence the experiences of African international students in the US. They explain that people who seem to have a generalized view about African immigrants often get surprised when they actually get an opportunity to relate with these immigrants.…”

Section: African Culture In the Usmentioning

confidence: 99%

American experience : an interpretative phenomenological analysis of how African international students make meaning of their experiences in the US Universities

Ssebuwufu¹

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A lot of importance is attached to the presence of international students in the US universities.However, little effort has been made in producing specific studies about groups of international students with low student populations. As the number of international students in the US is on the rise, the number of students from Africa continues to be low as are the studies about them.African international students (AIS) are in most cases represented by studies made about other populations with an assumption that such populations can represent the AIS as well. This study was based on the realization that there is need for specific studies about AIS, where they are the subjects in such studies and not objects. It was aimed at understanding the actual experiences of AIS and how they make meaning of their experiences in US universities. The study was guided by Kymlicka's liberal multicultural theory and Critical race theory. An IPA was used and engaged six AIS who were purposively sampled. The guiding question of the study was; how do AIS make meaning of their experiences in US colleges and universities and how do they think (or feel) their experiences can be improved? The study found that AIS are never openly coerced to adopt the US culture, but they feel that society expects them to discard their cultures and beliefs in preference for US cultures. Professors were credited for playing an empowering role to the AIS. However, the study also found that there are some professors who do not seem to appreciate the uniqueness of the AIS. It was found that many people in the US rely on misinformation when dealing with people from Africa. Finding a suitable approach to teaching AIS is still a challenge. Overall, the AIS were appreciative of the education they receive in the US because of its emphasis on real life application. However, they were skeptical as to whether that education is suitable for the life situation in some of the African countries.

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Translingual practice among African immigrants in the US: embracing the mosaicness of the English language

Cited by 12 publications

References 22 publications

Translingual English, Facebook, and gay identities

Translingual English, Facebook, and gay identities

“J'aime to be Funny!”: Humor, Learning, and Identity Construction in High School English as a Second Language Classrooms

American experience : an interpretative phenomenological analysis of how African international students make meaning of their experiences in the US Universities

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