Abstract
This paper focuses on the creative scripts in handwritten signs as part of the ‘linguistic landscape’ created by high school students of Yi ethnicity in Liangshan, China. It investigates the translanguaging practices of ethnic minority students and language teachers’ attitudes towards these sociolinguistic realities. It was found that Yi students adopted a wide range of translanguaging strategies such as trans-scripting, trans-modal writing, and trans-literation, but their translingual practices were mediated by the social orders inscribed in different spaces of the classroom. The more loosely managed the space, the more diverse students’ translanguaging practices would be. Language teachers tended to subscribe to the official ideology that primed standardised Chinese as the language for national unity and English as the global language. They generally held conservative attitudes towards the translanguaging practices exhibited by ethnic minority students. Examining the school’s linguistic landscape as publicly displayed language items from the theoretical lens of translanguaging, this study contributes important insights into the trans-lingual and trans-modal practices of Yi ethnic minority students in the Chinese context.
Funding source: National Language Commission Fund of China
Award Identifier / Grant number: YB145-103
Funding source: National Social Science Fund of China
Award Identifier / Grant number: 23CYY032
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Research funding: This work was supported by the China National Language Commission under Grant NO. YB145-103; National Social Science Fund under Grant NO. 23CYY032.
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Review Article
- The application of social network analysis in applied linguistics research: a systematic review
- Research Articles
- The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
- Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
- Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
- Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
- Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
- Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
- Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
- The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
- Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
- Playing with funds of difficult knowledge: interactional insights for heritage language education
- Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
- Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
- Translingual practices for critical language awareness in English as an additional language writing education
- Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
- Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
- The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
- Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement
Articles in the same Issue
- Frontmatter
- Review Article
- The application of social network analysis in applied linguistics research: a systematic review
- Research Articles
- The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
- Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
- Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
- Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
- Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
- Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
- Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
- The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
- Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
- Playing with funds of difficult knowledge: interactional insights for heritage language education
- Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
- Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
- Translingual practices for critical language awareness in English as an additional language writing education
- Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
- Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
- The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
- Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement