Abstract
While much scholarly work has contributed to the theorizing of translanguaging, in this article, we sketch an alternative model based on materiality and information theory (Bateson, Gregory. 1951. Information and codification; and Conventions of Communication. In Jurgen Ruesch & Gregory Bateson (eds.), Communication: The social matrix of psychiatry, 168–227. New York: Routledge; Lemke, Jay L. 2015. Feeling and meaning: A unitary bio-semiotic account. In Peter Pericles Trifonas (ed.), International handbook of semiotics, 589–616. Dordrecht, the Netherlands: Springer) to theorize translanguaging together with flows, through reconsidering issues of speech events in which features normally associated with different language systems co-occur. And in doing so, we hope to contribute to the ongoing theorizing work in the field of translanguaging.
Acknowledgments
We are grateful for the reviewers’ comments which have helped us improve the manuscript. Special thanks also go to Pedro dos Santos for helping us to design the examples in Table 1.
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Research funding: None declared.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Authors state no conflict of interest.
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Informed consent: Not applicable.
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Ethical approval: The local Institutional Review Board deemed the study exempt from review.
References
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© 2022 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Editorial
- Editorial
- Research Articles
- Do we need critical educational linguistics?
- Challenges in decolonizing linguistics: the politics of enregisterment and the divergent uptakes of translingualism
- Language proficiency: from description to prescription and back?
- The dark side of EMI?: a telling case for questioning assumptions about EMI in HE
- Researching and teaching (with) the continua of biliteracy
- Translanguaging and flows: towards an alternative conceptual model
- Bangla and the identity of the heritage language teacher
- Framing bilingualism within the context of a transnational border: place-based and place-conscious enactments for two kinds of bilingual youth in Laredo, Texas
- Implementation of multilingual mother tongue education in Cambodian public schools for indigenous ethnic minority students
Articles in the same Issue
- Frontmatter
- Editorial
- Editorial
- Research Articles
- Do we need critical educational linguistics?
- Challenges in decolonizing linguistics: the politics of enregisterment and the divergent uptakes of translingualism
- Language proficiency: from description to prescription and back?
- The dark side of EMI?: a telling case for questioning assumptions about EMI in HE
- Researching and teaching (with) the continua of biliteracy
- Translanguaging and flows: towards an alternative conceptual model
- Bangla and the identity of the heritage language teacher
- Framing bilingualism within the context of a transnational border: place-based and place-conscious enactments for two kinds of bilingual youth in Laredo, Texas
- Implementation of multilingual mother tongue education in Cambodian public schools for indigenous ethnic minority students