Relevant bibliographies by topics / Translingual literature

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Translingual literature'

Author: Grafiati
Published: 7 September 2024

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Journal articles on the topic "Translingual literature"

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De Donno, Fabrizio. "Translingual Affairs of World Literature." Journal of World Literature 6, no. 1 (November 26, 2020): 103–22. http://dx.doi.org/10.1163/24056480-20201005.

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Abstract This essay explores a number of texts of the exophonic, or non-native literary production, respectively in Italian and German, of translingual authors Jhumpa Lahiri and Yoko Tawada. While the paper looks at how their dominant languages, respectively English and Japanese, continue to play a role in these writers’ non-native production, it focuses on the different approaches the two authors adopt to translingualism and the “linguistic family romance” metaphor, which they equally employ in highly imaginative ways in order to address both their condition of rootlessness and their attitudes to the notion of “mother tongue.” The essay argues that while Lahiri seems to remain a writer that does not contaminate languages (she is a writer in English, a writer in Italian, and a translator of Italian literature into English), Tawada brings German and Japanese together and dwells on the space of contamination between them in her production in German (and Japanese).
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Fall, Madjiguene Salma Bah. "Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools." Societies 13, no. 8 (August 14, 2023): 190. http://dx.doi.org/10.3390/soc13080190.

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Translingual students’ identities transcend multiple languages and cultural allegiances. Sociolinguistics widely discusses the linguistic and racial oppressions these students face in schools due to epistemic racism, which is often observed in the tension between their multilingual and multimodal communicative styles and language perspectives rooted in monolingual and monocultural ideologies. This paper expands on the literature that denounces epistemic racism, uses Raciolinguistics and New Literacy Studies as theoretical frameworks, and reports on the following inquiries: What are the characteristics of delegitimizing school stakeholders who become agents of epistemic racism in their interactions with translingual students? How do translingual students reject these agents’ marginalization? Critical focus groups, semi-structured and arts-based interviews, and emplaced observations were used to collect data, centering the identities and voices of participants. Two key findings emerged. First, school stakeholders with various roles, social power, and degree of impact epitomize epistemic racism through ideological discourses. Second, “Translinguals” resist through novel concepts for which I have coined the terms "Covert and Overt Transresistance,” enacted by the means of resisting transliteracies. The theoretical, research, and practical implications of these findings, along with recommendations for future research, are discussed.
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Célestin, Roger, Eliane DalMolin, and Ioanna Chatzidimitriou. "Translingual Literature in French: Against Definition." Contemporary French and Francophone Studies 28, no. 2 (March 14, 2024): 141–53. http://dx.doi.org/10.1080/17409292.2024.2311510.

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Helgesson, Stefan, and Christina Kullberg. "Translingual Events." Journal of World Literature 3, no. 2 (June 1, 2018): 136–52. http://dx.doi.org/10.1163/24056480-00302002.

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Abstract This article outlines a theory of world literary reading that takes language and the making of boundaries between languages as its point of departure. A consequence of our discussion is that world literature can be explored as uneven translingual events that make linguistic tensions manifest either at the micro level of the individual text or at the macro level of publication and circulation—or both. Two case studies exemplify this. The first concerns an episode in the institutionalization of Shakespeare as a global canonical figure in 1916, with a specific focus on the South African writer Sol Plaatje’s Setswana contribution to A Book of Homage to Shakespeare. The second case discusses how Edwidge Danticat’s novel The Farming of Bones (1998) evokes the bodily and affective charge of boundary-making by troubling the border between Haitian and Dominican speech.
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Bakhtikireeva, Uldanai M., Olga A. Valikova, and Nadezhda A. Tokareva. "At “Agora” agenda today: approaches to the study of translingual literature." Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2021): 263–73. http://dx.doi.org/10.20339/phs.6-21.263.

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This article is further cognitive step in a complex epistemological trajectory set by the research object “translingual literature”. This term, transported into Russian science from Western scientific discourse, still needs to be understood and clarified taking into account a number of extralinguistic factors of the post-Soviet space, which do not allow us to use it as an absolute equivalent of a scientific construct developed by foreign colleagues. After analyzing the corpus of scientific articles by leading scientists, we came to the conclusion that the deductive logic, which is guided by researchers from the far abroad, does not coincide with the principles that post-Soviet modernity dictates to us. Hence — the controversial nature of the article and its main goal: to consider the variety of approaches to translingual literature that are actively used in both Western and Russian science. Among the objectives of the paper — the formation of “navigation map” of approaches for researchers studying translingual literature both in Russia and abroad; substantiation of the basic differences between socio-cultural locales from which translingual literature grows; the formulation of a debatable question about the clarification of the usable hyponyms of the term in the post-Soviet space (Russian-language or Russophone literature). In our work, an attempt is made to answer these questions based on the extensive research context of foreign and Russian science.
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Prokop-Janiec, Eugenia. "The Translingual Imagination in Polish-Jewish Literature." Yearbook for European Jewish Literature Studies 9, no. 1 (June 1, 2022): 33–47. http://dx.doi.org/10.1515/yejls-2022-0003.

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Wang, Sitong. "Exploring the Translingual Approach to English as a Foreign Language Writing in China." International Journal of Education (IJE) 10, no. 3 (September 30, 2022): 11–17. http://dx.doi.org/10.5121/ije.2022.10302.

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The translingual approach has become an increasingly popular pedagogy in writing education to respond to linguistic diversity in the past decade. It emphasizes nonstandard language varieties and encourages learners to employ all linguistic repertoire. Writing scholars and educators proposed various research from different viewpoints to investigate how the approach can affect writing pedagogy and practice. However, so far, limited attention has been given to the potential influence of translingual writing in China’s classrooms. Exploring the young and fast-growing landscape is necessary, and adapting the translingual approach to the Chinese context. To fill the gap, the purpose of this paper is to present a critical review of the literature investigating translingual writing in China. Hopefully, the paper can facilitate the English as a foreign language (EFL) writing instructors who plan to adopt a translingual approach in China.
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Lee, Jerry Won, and Christopher Jenks. "Doing Translingual Dispositions." College Composition & Communication 68, no. 2 (December 1, 2016): 317–44. http://dx.doi.org/10.58680/ccc201628883.

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Translingual dispositions, characterized by a general openness to plurality and difference in the ways people use language, are central for all users of English in a globalized society, and the fostering of such proclivities is an imperative to the contemporary composition classroom. In this article, we analyze student writing that emerged from a global classroom partnership between a US university and a Hong Kong university designed to facilitate the fostering of translingual dispositions. We show that an examination of writing provides a window into the varied ways in which students negotiate their linguistic identities and construct their ideological commitments to language difference. Although composition can become a space that facilitates opportunities for students to “do” translingual dispositions, these dispositions are constitutive of a constellation of highly complex sociocultural issues and experiences and therefore cannot be expected to be articulated in a preconceived and uniform manner.
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Choi, Woongsik. "Code-meshing Projects in K-12 Classrooms for Social and Linguistic Equity." INTESOL Journal 18, no. 1 (July 6, 2021): 1–23. http://dx.doi.org/10.18060/25086.

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To contest monolingualism, which oppresses language diversity in U.S. classrooms, Horner et al. (2011) called for a translingual approach to language differences. As much of the literature on translingualism has remained at a theoretical level, writing teachers have been seeking to enact this disposition in their classrooms pedagogically. As a response to this, code-meshing (Young, 2004, 2013; Canagarajah, 2006, 2011) can be used as a pedagogical application of the translingual approach. This paper conceptualizes code-meshing as translingual pedagogy and explores how it can be used in K-12 contexts by examining documented K-12 classroom examples of code-meshing projects in the studies of Zapata and Laman (2016) and Pacheco et al. (2017). Despite the concerns that critics have voiced, the examples show that code-meshing can be used as an effective pedagogical tool for developing the translingual disposition, supporting students’ multilingual identity, and discussing social and linguistic equity in K-12 settings. While the structural limitations for translingual pedagogy are not unforeseen, teachers and researchers should be encouraged to collaborate and keep developing translingual pedagogy for linguistic and social equity.
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Matsuda, Paul Kei. "The Lure of Translingual Writing." PMLA/Publications of the Modern Language Association of America 129, no. 3 (May 2014): 478–83. http://dx.doi.org/10.1632/pmla.2014.129.3.478.

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Translingual writing is all the rage among scholars and teachers of writing studies in the united states. The last decade has seen a plethora of publications on this topic, many of which have received prestigious awards, and conferences have highlighted translingual writing and related topics. It seems that translingual writing has established itself as an intellectual movement. The attention to language in United States writing studies—a field that has traditionally found ways to dissociate itself from language—is a welcome change. At the same time, I am uneasy about the term translingual writing because, as the enthusiasm for this new and evolving intellectual endeavor continues to grow, the notion of translingual writing seems to be uncritically accepted and celebrated.
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Dissertations / Theses on the topic "Translingual literature"

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Murphy, Jill Marie. "Translingual literature: The bone people and Borderlands." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2755.

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This thesis proposes that by producing and existing within a translingual text, the ethnofeminist has found a way to subvert others' construction of her and redefine her identity. In particular, the ethnofeminist uses code switching to select and reinvent meaning from the language system of the dominant culture while maintaining the language system of the "marginal" group. In combining two (or more) language systems within a literature she has created her own language.
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Mamo, Josianne. "Then the Cicadas Sang : a novel ; and, Two essays on translingual writing." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30637/.

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This thesis consists of two parts: a creative work and two critical essays on translingual writing. The creative component, Then the Cicadas Sang, is a novel set in 1940s Malta. It is a story about love and aspiration. As a teenage girl, Mari vouches she will do anything to leave the tiny island she lives on. Foreigners – the British who governed the island at the time – and books give her a glimpse of the world beyond her shores. But she craves for more, unaware of what she risks losing by chasing her dreams. The novel deals with how books shape our imagination, how the languages we speak give us access to different systems of conceptualizing the world and how we navigate the spaces in between. It does this through the protagonist, Mari, and the people who help shape who she is, in particular Mrs Applegate, a British evacuee who sought shelter in Gozo in the midst of the Blitz. But as much as it is a story of a girl turning into a woman, the novel is also the story of an island. It sits between Junot Díaz’s The Brief Wondrous Life of Oscar Wao and Elena Ferrante’s The Neapolitan Series. The extract submitted is Book One in a series of two. The critical essays explore the poetics of multilingual writing. They analyse the linguistic, political and cultural stratifications in multilingual writing, with a focus on the perception and reception of Maltese literature written in English. I ask if a multilingual writer’s role can be akin to that of a cultural translator. They investigate whether, unlike the monolingual writer, a writer’s multilingual background gives him or her access to different systems of conceptualizing the surrounding environment and how this informs the creative process. This study informs my own process of writing Then the Cicadas Sang, with a particular regard to self-translation and how one language can carry another on the page. In this case the languages I am working with are English, Maltese and Italian.
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Reintjes, Meike. "The translingual imagination in the work of four women poets of German-Jewish origin." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/370710/.

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In this thesis, I am developing a theory of the translingual imagination which can be used as a tool to explore literature written in a second language. The term ‘translingual imagination’ was first coined by Steven Kellman in his essay ‘Translingualism and the Literary Imagination’, describing the work of authors writing in a language other than their first. Recent years have seen a growing body of research on these writers, not least because of a risen interest in post-colonial writing and transnational and migration studies. Literary scholars have increasingly questioned ‘the paradigma of monolingualism’, and linguistic research has looked at interrelations between migration,language and identity. However, research projects have often focused on prose writing, predominantly examining the work of canonized male authors (such as Kafka, Conrad or Rushdie), and post-war migrants(such as Turkish-born authors writing in German, or South American-born writers writing in English). Poetry written by women poets of German-Jewish origin has mainly been considered part of Holocaust writing, and over the past decades German scholars have been trying to reclaim these texts as ‘German -Jewish’ poetry. My thesis considers the work of four English poets of German-Jewish origin in the context of translingual writing. While using Kellman’s term, I shall suggest a set of specific criteria to allow for a clearer definition of the ‘translingual imagination’. In applying these criteria to the work of women poets of German-Jewish origin, I will not only show the translingual imagination at work but also encourage a new reading of literature written by German-Jewish refugees that goes beyond the notion of exile poetry.
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Destais, Clara. "Le style oral dans un corpus de romans contemporains écrits en français par des auteur·e·s hispanophones : analyse et didactisation des marqueurs discursifs." Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20013.

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Les apprenant·e·s de français langue étrangère déclarent remarquer un décalage entre le français enseigné en classe et celui utilisé par les locuteur·rices natif·ve·s. Ce constat interroge : comment enseigner un français actuel, opérationnel à l'écrit comme à l'oral ? Selon notre hypothèse, la littérature contemporaine constitue pour les enseignant·e·s et les apprenant·e·s un terrain d'observation fécond du français ordinaire, notamment quand elle transpose la langue parlée. En synergie avec le projet européen DECLAME'FLE, le corpus à l'étude est constitué de romans écrits par des auteur·e·s translingues, en particulier des auteur.e.s hispanophones. L'objectif est d'analyser les opérations linguistiques à l'œuvre par leur usage des marqueurs discursifs. En effet, ces unités, qui soutiennent les jeux syntaxiques et énonciatifs dans la langue parlée, sont absentes des programmes de FLE. La thèse analyse principalement trois marqueurs : voilà, qui n'a pas d'équivalent exact dans d'autres langues ; c'est que, locution très ordinaire chez l'une de nos auteur·e·s et mais, l'un des marqueurs les plus utilisés en français. Nous mettons aussi à l'épreuve des expérimentations pédagogiques menées à la fois avec des formateur·rice·s de FLE et des apprenant·e·s. Les choix didactiques, les supports sélectionnés, les activités mises en place pour l'enseignement des marqueurs discursifs sont soumis à l'analyse : il s'agit d'évaluer s'ils contribuent à réduire l'écart entre la langue enseignée en classe et la langue utilisée par les natif·ve·s
Learners of French as a foreign language report a gap between the French taught in class and the one used by native speakers. This raises the question of how to teach contemporary French that can be used effectively both orally and in writing. Our hypothesis is that contemporary literature provides teachers and learners with a fertile field for observing ordinary French, particularly when it transposes the spoken language. In synergy with the European DECLAME'FLE project, the corpus under study consists of novels written by translingual authors, in particular Spanish-speaking authors. The aim is to analyse the linguistic operations at work in their use of discourse markers. These units, which support syntactic and enunciative play in spoken language, are absent from FLE syllabuses. The thesis mainly analyses three markers : voilà, which has no exact equivalent in other languages; c'est que, a very common locution in one of our authors; and mais, one of the most widely used markers in French. We also tested pedagogical experiments carried out with both FLE trainers and learners. The didactic choices made, the materials selected, and the activities set up to teach discourse markers are analysed to assess whether they help bridge the gap between classroom instruction and native speaker usage
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Ausoni, Alain. "En d'autres mots : l'écriture translingue de soi." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:e06d8806-9bc2-4be1-ab9a-c1b63ba38541.

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For several reasons, translingual writers, defined here as authors who write in a language that is not their native one, have gained increased visibility in recent years. This is particularly true in the context of French literature where, more frequently than before, and with a more explicit recognition of their particular status, translingual writers have received important literary prizes and have been welcomed into the French Academy. Central to this recognition is their rich and diverse mobilisation of life writing, a corpus curiously neglected in the study of the phenomenon of literary translingualism. This thesis focuses on the writers Andreï Makine, Hector Bianciotti, Vassilis Alexakis, Nancy Huston, Agota Kristof and Katalin Molnár. It demonstrates that the translingual experience, in its capacity to question one's sense of self and provide novel tools for the exploration of one's personal history and subjectivity (conceived as an experience in language), appears eminently suited to the genre of life writing and that, in the current configuration of the French literary space, life writing is demanded from translingual authors. It proposes an original cartography of contemporary translingual literature in French, suggesting that more than any similarities in the conditions of their literary adoption of French, what creates family resemblance between translingual writers is the types of relation with their adopted language that are constructed in their autobiographical texts.
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Balsi, Sara de. "La francophonie translingue à l'épreuve d'Agota Kristof." Thesis, Cergy-Pontoise, 2017. http://www.theses.fr/2017CERG0883.

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Ce travail explore la « francophonie translingue », littérature écrite en français par des auteurs dont le français est une langue seconde, apprise tardivement par une démarche individuelle. Au sein de cet ensemble est examinée l’œuvre à la fois représentative et problématique d’Agota Kristof.Qu’implique le choix d’écrire en français, lorsque le français est une langue seconde, apprise par une démarche volontaire à un âge relativement avancé ? S’agit-il d’une simple « conversion » à un centre politique et littéraire prestigieux et à sa tradition littéraire, ou bien d’une pratique littéraire hybride, qui perturbe les liens supposés nécessaires entre langue, littérature et nation ?Une première partie de la recherche est consacrée à l’élaboration d’une poétique francophone translingue, qui rend compte des contraintes communes des écrivains du point de vue de l’institution littéraire, de la diversité et complémentarité de leurs imaginaires des langues et de la traduction, des régularités formelles et thématiques dans leurs œuvres.Dans une deuxième partie est abordée l’œuvre d’Agota Kristof. Son appartenance à la francophonie translingue constitue le point de départ pour interroger les positionnements de l’auteure, les transformations de sa poétique et les stratégies d’écriture qu’elle déploie.Si l’œuvre d’Agota Kristof gagne à être lue au prisme de la francophonie translingue, inversement la francophonie translingue mérite d’être « mise à l’épreuve » d’une écrivaine qui semble excéder son cadre
This doctoral thesis explores literature written in French by non-native authors who learned the language of their writing relatively late. Among this literature, which I propose referring to as “translingual francophone literature”, I focus on work which is both representative and problematic of Hungarian-Swiss writer Agota Kristof. While the conceptualization of translingual francophone literature sheds new light on Kristof’s oeuvre, the single author analysis also allows the concept to be tested.In the first part of my work, I describe the elements of translingual Francophone poetics. I contend that translingual francophone writers share several formal choices, as well as institutional constraints; I then analyze the representations of languages and translation in their work, which work as rival positions in the translingual discursive space. Lastly I examine their narratives in novel and autobiography, whose frequent topics show their common intentions and the variety of literary solutions.In the second part of the thesis, I consider the work of Agota Kristof. Translingual francophone literature will not be an explanatory principle, but the starting point of the investigation. Through this lens I will examine the author’s isolation strategy in the French literary field and in the translingual discursive space, her trajectory from Hungarian poetry to French novel through self-translation and theater, her representation of languages as separate, non-communicating entities, the importance of the theme of the border in her plays and novels and the construction of an “illiterate writing” through her mature work
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Books on the topic "Translingual literature"

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Kellman, Steven G. The translingual imagination. Lincoln: University of Nebraska Press, 2000.

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Lee, Karen An-hwei. Anglophone literatures in the Asian diaspora: Literary transnationalism and translingual migrations. Amherst, New York: Cambria Press, 2013.

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Valikova, O. A. Bi-, poli-, translingvizm i i︠a︡zykovoe obrazovanie: Materialy IV Mezhdunarodnoĭ nauchno-prakticheskoĭ konferent︠s︡ii pod ėgidoĭ MAPRI︠A︡L, Moskva, RUDN, 7-8 dekabri︠a︡ 2018 g. = Bi-, poly-, translingual and linguistic education. Moskva: Rossiĭskiĭ universitet druzhby narodov, 2018.

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Robinson, Douglas. Transgender, Translation, Translingual Address. Bloomsbury Publishing Plc, 2020.

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Robinson, Douglas. Transgender, Translation, Translingual Address. Bloomsbury Academic & Professional, 2019.

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Chatzidimitriou, Ioanna. Translingual Francophonie and the Limits of Translation. Taylor & Francis Group, 2020.

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Chatzidimitriou, Ioanna. Translingual Francophonie and the Limits of Translation. Taylor & Francis Group, 2020.

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Chatzidimitriou, Ioanna. Translingual Francophonie and the Limits of Translation. Taylor & Francis Group, 2020.

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Translingual Francophonie and the Limits of Translation. Taylor & Francis Group, 2020.

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Translingual poetics: Writing personhood under settler colonialism. Iowa City: University of Iowa Press, 2018.

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Book chapters on the topic "Translingual literature"

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Weininger, Melissa. "Hebrew Literature as Translingual Literature from its Origins to its Present." In The Routledge Handbook of Literary Translingualism, 272–83. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429298745-28.

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Foulis, Elena. "Border Crossings in Graciela Limón's Translingual In Search of Bernabé." In Teaching Literature in Translation, 123–32. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003105220-17.

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Wasowicz, Laura. "Chapter 9. From Michaelmas-Day to Thanksgiving." In Children’s Literature, Culture, and Cognition, 198–223. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.15.09was.

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This chapter explores the appropriation, adaptation, and translation of the picturebook Grandmamma Easy’s Michaelmas Day, or The Fate of Poor Molly Goosey. Originally issued by London publisher Dean & Company c. 1843, it was reprinted three years later in Philadelphia by George S. Appleton. In about 1850, the text was Americanized and issued by Boston publisher Wier & White under the title Thanksgiving Day. Around 1870, New York publisher D. Appleton & Company translated the picturebook into Spanish and issued it as La Historia de La Gansa Amorosa (The Story of the Loving Goose) for sale in an emerging Hispanic book market, enlisting picturebook manufacturer McLoughlin Brothers. Tracing the transnational, translingual history of Molly, this study illuminates the use of recognized public holidays to reach new markets.
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"8. The Making of the Compendium of Modem Chinese Literature." In Translingual Practice, 214–38. Stanford University Press, 1995. http://dx.doi.org/10.1515/9781503615755-009.

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Seidl, Barbara. "Operations of Silence: Examining Translingual Borderlands." In The Languages of World Literature, 599–610. De Gruyter, 2024. http://dx.doi.org/10.1515/9783110645033-042.

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"Hsia Yü’s Translingual Transculturalism from Memoranda to Pink Noise." In Transcultural Identities in Contemporary Literature, 245–66. Brill | Rodopi, 2013. http://dx.doi.org/10.1163/9789401209878_013.

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"Translingual and Transcultural Patterns in Francophone Literature of the Maghreb." In Transcultural Identities in Contemporary Literature, 223–44. Brill | Rodopi, 2013. http://dx.doi.org/10.1163/9789401209878_012.

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Mamo, Josianne. "Towards a Multilingual Poetics: Self-translation, Translingualism and Maltese Literature." In Translating the Literatures of Small European Nations, 227–46. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789620528.003.0015.

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This chapter draws attention to self-translation and translingualism as alternative creative strategies to translation, used by multilingual authors to overcome marginalization, inequality and even antagonism between source and target languages and cultures. It argues that, at least in the European context, the field of Translation Studies is dominated by assumptions of monolingualism that, as studies of Latin American and African literatures show, is not the experience of many writers and readers. Drawing on the notion of the translator as a writer, it shows that the writer of the heterolingual text may also be seen as a translator, and to advocate more interaction between the fields of Translation Studies and Creative Writing. Using case studies of heterolingual and self-translated texts by Maltese writers, it explores how such texts might be read and translated in ways that resist homogenization and the erasure of smaller literatures and foreground translingual and transcultural experience.
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"7. World Literature and the Health Humanities: Translingual Encounters with Brain Disorders." In Territories and Trajectories, 163–84. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822371564-010.

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Ette, Ottmar. "ImagiNations from a History of Space to a History of Movement." In Postnational Perspectives on Contemporary Hispanic Literature, translated by Heike Scharm. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813054940.003.0003.

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This chapter provides a postnational perspective on Cuban history, culture, and its literature, from the moment of its invention until the Castro era. Many of our theories and epistemologies are informed by spatial and static views that keep us from recognizing the highly dynamic developments and processes at their base. As an alternative, Ette appeals to a transition from history informed by spatiality to a history shaped by movement. By examining the first examples of early modern cartography, Ette argues that Cuba had been perceived from the moment of discovery as a potential global island. Furthermore, the author cites prime examples of Cuban literature, among them the works of José Martí, that follow a logic of inclusion, not one of exclusion, based on a theory of global relationality. Given the fact that Cuban literature has been written on all continents—mostly in Spanish, but also on a translingual level in the respective languages of the countries of exile—the idea of Cuba as a global island could become part of a trans-areal archipelago, one built upon the foundation of symmetrical relations that develop a relational logic in accordance with the ongoing process of globalization.
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Conference papers on the topic "Translingual literature"

1

Bakhtikireeva, Uldanai. ""AMONG THE WOR(L)DS": POST-SOVIET TRANSLINGUAL LITERATURE." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/62/s27.047.

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2

Smirnova, Tatyana P. "Multilingualism In Contemporary Translingual German-Language Literature: Forms And Functions." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.118.

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