Volume 3, Issue 1 April 2020, pp. 11–25
Special Issue: Translanguaging as a Resource in Teaching and Learning
Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces
In order to effectively respond to the increased linguistic and cultural diversity in the U.S. schools and close the consistently documented achievement gap between culturally and linguistically diverse (CLD) students and mainstream students, teachers need to take an asset-based approach and be able to draw on CLD students' entire funds of linguistic knowledge. However, few studies have examined CLD students' linguistic choices in multiple discursive spaces with different linguistic norms, values and practices. This article addresses this research gap through a case study of Elif, a Turkish American student and her linguistic boundary crossing experiences within and across three discursive spaces: her home, her Turkish heritage language school, and her mainstream school. Through in-depth analysis of interviews, observations, and field notes, the study revealed that Elif experienced different linguistic environments and boundary types. She negotiated experiences that ranged from smooth to managed to insurmountable boundaries. Finally, translanguaging practices acted as a key boundary object that mediated sociocultural discontinuities in the Turkish heritage language school, and facilitated Elif's experiences between Turkish dominant and English dominant discursive spaces.
© Tuba Yilmaz, Ester de Jong
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Yilmaz, T., & de Jong, E. (2020). Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces. Australian Journal of Applied Linguistics, 3(1), 11–25. https://doi.org/10.29140/ajal.v3n1.284
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.