Abstract
Using the social-spatial notions of geosemiotic assemblage and chronotope, this participatory ethnographic case study examines the intersection of store signs in the Africatown in Guangzhou and transnational African migrants’ meaning-making and place-making practices. Data collection is employed through a combination of traditional and participatory ethnographic methods including visual texts, interviews, and virtual field observations with fieldnotes. Findings from this study indicate the Africatown as geosemiotic assemblage, which echoes the principle in human geography that material and social environments are imbued with meanings in daily practices. The Africatown as geosemiotic assemblage is a multifaceted and dialogic process in which meanings, perceptions, multi-senses, and symbols are tied together to a locality. This study illustrates that the African migrants’ perceptions of the Africatown are mediated by both material and social environments. Specifically, African migrants are able to engage in multilingual social practices with both non-human artefacts and humans, placing great emphasis on spatiality in their reconceptualization of Africatown as more than a local African migrants’ hub. This study further demonstrates that the materials assembled in the African migrants’ milleu are historical, social, cultural, and multilingual in facilitating their reconstruction of the Africatown’s transnational space and African migrants’ identities. This study argues that a geosemiotic assemblage approach is salient in expanding current understandings of multilingual and transnational research by foregrounding materiality in meaning-making and place-making practices.
Funding source: Loogman Faculty Research grant of Duquesne University
Acknowledgements
The authors wish to acknowledge the Loogman Faculty Research grant received from Duquesne University. They are grateful for the research participants’ participation in this project as well as the reviewers’ insightful comments on the improvement of this manuscript.
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Research funding: This work was supported by Loogman Faculty Research grant of Duquesne University.
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Research Articles
- Interactional features in second language classroom discourse: variations across novice and experienced language teachers
- English-medium instruction and impact on academic performance: a randomized control study
- ESL classroom interactions in a translanguaging space
- Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
- Translingual practice as a representation of heritage languages and regional identities in multilingual society
- Pedagogical implications of translingual practices for content and language integrated learning
- Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
- Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
- Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
- Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
- “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
- Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
- When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
- “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
- How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
- The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
- Narratives of the self in bilingual speakers: the neurophenomenal space
- Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
- Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
- Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
- Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
- Languages ontologies in higher education: the world-making practices of language teachers
- English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
- Artificial intelligence and posthumanist translation: ChatGPT versus the translator
Articles in the same Issue
- Frontmatter
- Research Articles
- Interactional features in second language classroom discourse: variations across novice and experienced language teachers
- English-medium instruction and impact on academic performance: a randomized control study
- ESL classroom interactions in a translanguaging space
- Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
- Translingual practice as a representation of heritage languages and regional identities in multilingual society
- Pedagogical implications of translingual practices for content and language integrated learning
- Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
- Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
- Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
- Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
- “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
- Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
- When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
- “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
- How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
- The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
- Narratives of the self in bilingual speakers: the neurophenomenal space
- Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
- Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
- Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
- Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
- Languages ontologies in higher education: the world-making practices of language teachers
- English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
- Artificial intelligence and posthumanist translation: ChatGPT versus the translator