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Journal articles on the topic 'Translingual literature'

Author: Grafiati

Published: 7 September 2024

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1

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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4

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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6

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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7

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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8

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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9

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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10

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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Ovcherenko, Uliana V., and Nadezhda A. Tokareva. "Translingual Theory: Steven Kellman’s Studies." Polylinguality and Transcultural Practices 20, no. 4 (December 15, 2023): 684–93. http://dx.doi.org/10.22363/2618-897x-2023-20-4-684-693.

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In the modern world under the conditions of globalization, interest in the phenomenon of transcultural text is steadily increasing. Familiar terms of monoculture become irrelevant for describing modern cultural phenomena, in this connection we found that the term “bilingual” is insufficient, not fully reflecting the essence of the processes occurring in the writer’s thinking and literary text. We concluded that the term “translingual” is the most preferable and succinct. It includes the notion of a mutually enriching dialog of cultures, not just a nominal distinction of languages. The study of various approaches to the research of the process of transculturation, which is most vividly reflected in translingual literature, is conditioned by the need to expand the paradigm from which the literary bi-, poly- and translingual experience of the Russian-speaking world is to be considered. This unique phenomenon cannot be studied only within the framework of the narratives of the new age that has established itself in Europe, or exclusively in the logic of European modernity. If we set a task to find scientific works on transculturalism or translingual literature in Russian, we will encounter a negligible number of them. However, the reason for this will not be the lack of researchers’ interest in the subject of study, but it will be due to a difference in wording. The fact is that the term “transcultural literature” has not yet taken root on the territory of, for example, the post-Soviet space: the term “bilingual” literature is more often used to designate the subject of study. That is why in this article we will first outline the boundaries and define the essence of the research: we will consider the term “bilingualism”, its types, the relevance of this concept in the modern world in general and in the post-Soviet space in particular, compare it with the term “transculturality”, etc.; then we will prove why the term “translingual” has certain and obvious advantages over the term “bilingual”, and after that we will turn to the figure of Stephen Kellman as an apologist of the theory of transcultural literature. Within the framework of this paper we will analyze some of the scientific works of Russian-speaking researchers who write articles, monographs devoted to this topic.

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12

Robinson, Douglas. "Translating a Translingual Tongue." Journal of World Literature 3, no. 2 (June 1, 2018): 153–73. http://dx.doi.org/10.1163/24056480-00302003.

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Abstract The paper examines Chantal Wright’s “experimental” English translation of Yoko Tawada’s “Porträt einer Zunge” as Portrait of a Tongue in terms of the interplay between translinguality and translationality, especially in terms of what Deleuze and Guattari call “majoritizing” and “minoritizing” impulses in literature, and what David Damrosch calls “hypercanonization” and “countercanonization.” The goal is to explore not so much whether Tawada gains or loses in Wright’s translation, as whether any gains in translation tend to transmajoritize and so to hypercanonize her or to transminoritize and so to countercanonize her.

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13

Orr, Mary, and Steven G. Kellmann. "The Translingual Imagination." Modern Language Review 97, no. 2 (April 2002): 524. http://dx.doi.org/10.2307/3736983.

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14

Nunez-Mendez, E., and Steven G. Kellman. "The Translingual Imagination." South Central Review 19, no. 4 (2002): 155. http://dx.doi.org/10.2307/3190146.

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15

Kippur, Sara. "Baudrillard, Translingual Poet." Contemporary French and Francophone Studies 28, no. 2 (March 14, 2024): 272–83. http://dx.doi.org/10.1080/17409292.2024.2311537.

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16

Averis, Kate. "Nancy Huston's Translingual Literary Universe." L'Esprit Créateur 59, no. 4 (2019): 109–23. http://dx.doi.org/10.1353/esp.2019.0045.

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17

Ostashevsky, Eugene. "Translingualism: A Poetics of Language Mixing and Estrangement." boundary 2 50, no. 4 (November 1, 2023): 171–94. http://dx.doi.org/10.1215/01903659-10694267.

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Abstract This essay attempts to think through what a “translingual” poetics might be like for contemporary poetry. Its first section discusses the term translingual as it is used in some areas of applied linguistics. The second section constructs an imaginary scenario where a poem employs more than one language and examines the relations between them. The third section asks whether the term translingual poetry might be used to refer not just to language-mixing but rather to a special way of handling even a single language. The fourth section tries to think of “translingual poetry” as one where the poet assumes the linguistic strategies of the language learner. The essay also revisits the argument by the Russian Formalist critics that the language of poetry resembles a foreign language.

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18

Umam, Akhmad Hairul, Setiono Sugiharto, and Christine Manara. "Translingual practice in remote EFL tertiary education: How multilingual speakers create translanguaging spaces." Indonesian Journal of Applied Linguistics 13, no. 2 (September 30, 2023): 258–69. http://dx.doi.org/10.17509/ijal.v13i2.63065.

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Published studies on translingual practice in the pedagogical realms have burgeoned in the current literature, generating important insights into how communication has become dynamic and fluid. However, these studies have focused almost exclusively on face-to-face, in-person interactions. As COVID-19, which hit all domains of life (including education) worldwide, has compelled schools to conduct remote learning interaction, it will be more revealing to pursue further how translingual practice is enacted in a virtual classroom. Drawing on the notion of translingual perspective (Canagarajah, 2013), this study investigated how English as a Foreign Language (EFL) teachers and learners at tertiary education created a translingual space in their interactions by deploying specific negotiation strategies and various multimodal resources in a digital learning platform. Employing a netnography method and interactive model (Miles Huberman, 1994), this study employed virtual observation, surveys, and interviews as the sources of data. The study has revealed the complexity of translingual practices in EFL remote learning interactions that occurred naturally in different parts of teaching-learning activities. The use of verbal, semiotic, and multimodality resources as negotiation strategies for meaning-making plays essential roles in facilitating fluid and dynamic interactions. Pedagogically, the interaction in EFL remote learning has been found to be more multilaterally engaging.

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19

DOOLEY, LAUREN. "Lost in Translation? Nineteenth-century German Romanticism and Translingualism in Andrés Neuman’s El viajero del siglo (2009)." Bulletin of Contemporary Hispanic Studies 5, no. 2 (November 7, 2023): 173–90. http://dx.doi.org/10.3828/bchs.2023.12.

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This article examines the connections between contemporary theories of translation and translingualism and the Romantic ideals of nineteenth-century Germany as presented by Andrés Neuman in his seminal work, El viajero del siglo (2009). After introducing the relevant theories, namely the Romantic ideologies of Friedrich Schleiermacher, and translingualism as a field of academic study, the article analyses the novel, paying particular attention to the presence of translingual writing techniques (namely, linguistic borrowing). Focusing on issues of languages, literatures and translation, the article attempts to posit translingual analysis as a means of understanding trans-temporal and transnational texts such as Neuman’s in a way that connects languages, time periods and peoples alike, bridging gaps and promoting equal representation within world literature

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20

Ray, Brian. "Review Essay: “It’s Beautiful”: Language Difference as a New Norm in College Writing Instruction." College Composition & Communication 67, no. 1 (September 1, 2015): 87–103. http://dx.doi.org/10.58680/ccc201527444.

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Reviewed are: Literacy as Translingual Practice: Between Communities and Classrooms A. Suresh Canagarajah, editor Translingual Practice: Global Englishes and Cosmopolitan Relations A. Suresh Canagarajah Shaping Language Policy in the U.S.: The Role of Composition Studies Scott Wible Other People’s English: Code-Meshing, Code-Switching, and African AmericanLiteracy Vershawn Ashanti Young, Rusty Barrett, Y’Shanda Young-Rivera, and Kim Brian Lovejoy

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21

Kulieva, Sheker A. "Translingual text within a meaning-generating context of Russian literature." RUDN Journal of Studies in Literature and Journalism 25, no. 4 (December 15, 2020): 657–70. http://dx.doi.org/10.22363/2312-9220-2020-25-4-657-670.

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In this article, the translingual text in the aspect of its interconnection with the meaning-generating context of classical Russian literature is analyzed. The literary translingualism is defined as the phenomenon of writers who create texts in more than one language or in a language other than their primary one. This is an urgent problem for modern literary criticism, requiring an interdisciplinary approach to its study. Within the framework of translingualism theory, as the text is comprehended not only as a product of speech activity subjected to structural preparation. It turns into a zone of cross-pollination with multiple meanings, becomes a representative of cultures in their contamination, mutual repulsion, symbiosis, submission, adaptation. Intercultural communication within the literary text also affects the level of the intertext: the intertextual paradigm elements of various complexity (from selected intexts, unmodified reminiscences to expanded propositions) in a translingual text are often subject to the process of so-called intertextual acculturation, in which the intext is filled with ethnospecific linguistic and literary content. The material for the study is the literary cycle Dreams of the Damned (Sny okayannykh) by the modern Kazakhstan writer A. Zhaksylykov. Some of the intertextual echoes of the cycle with canonical texts of classical Russian literature (works by Pushkin, Yesenin, Dostoevsky, etc.) are analyzed in order to trace the adaptation process of its key motives (the motive of flight from people, the motive of wandering, the motive of the desert, the motive of the black man, etc.) to the Kazakh linguocultural and aesthetic reality. Using methods such as comparative analysis, linguopoetic commenting, intertextual analysis, the conclusion is made that an appeal to the literary works of the acquired language for a translingual author is necessary: they constitute his cognitive base, but at the same time undergo certain linguo-specific transformations, the result of which is generation of new images of the world.

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22

Pak, Svetlana M. "VOCATIVES AS THE FACTOR OF LINGUACULTURAL TRANSFER." HUMANITIES AND SOCIAL STUDIES IN THE FAR EAST 20, no. 1 (2023): 55–60. http://dx.doi.org/10.31079/1992-2868-2023-20-1-55-60.

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The article considers urgent linguacultural issues of inevitable pragmatic transfer in translingual literature, and namely, forms of speech etiquette typical of Russian addressing and referring. In the article, linguacultural transfer is analyzed on the material of books written by the emigrant writer E. Litman (collection of short stories ‘The Last Chicken in America’ and the novel ‘Mannequin Girl’). The article discloses such key concepts of the language of social interaction as social deixis, vocative, reference sign, and singles out forms of vocatives and reference, which are most common for the texts under study from the viewpoint of their sociocultural connotations (embodied culture) as well as their role in transferring the purport of works of translingual literature.

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23

Horner, Bruce, Samantha NeCamp, and Christiane Donahue. "Toward a Multilingual Composition Scholarship: From English Only to a Translingual Norm." College Composition & Communication 63, no. 2 (December 1, 2011): 269–300. http://dx.doi.org/10.58680/ccc201118392.

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Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and our own past work, we argue for adopting a translingual approach to languages, disciplines, localities, and research traditions in our scholarship, and propose ways individuals, journals, conferences, and graduate programs might advance composition scholarship toward a translingual norm.

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24

Wong, Elaine. "Translingual Poets in Colonial and Postcolonial Taiwan." Polylinguality and Transcultural Practices 19, no. 1 (March 16, 2022): 28–35. http://dx.doi.org/10.22363/2618-897x-2022-19-1-28-35.

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In the mid-1940s, Taiwan underwent a change of ruling power from colonial Japan to the Kuomintang Party from China. Both governments implemented monolingualization on the Taiwanese population. In this article, we examine the situation translingual position in a historical aspect, dwelling in detail on the work of the outstanding Taiwanese poet Chen Qianwu. We come to several conclusions that may be useful to researchers in the field of translingual literature. 1. Taiwans translingual poets, born in the 1920s, found themselves in a situation of permanent code switching: using the local dialects of Hokkien and Hakka in everyday practice, they were trained in Japanese and used Japanese in a wider society. 2. Although the switch between one monolingual paradigm and another violated the creative result of translational authors, this did not exclude the experience of multilingual realities and interlingual influences that they experienced from the fragmentation of local identities, especially during the development and formation of Taiwanese linguistic consciousness. 3. The literary intermediaries between the paradigms were: the classical Chinese writing, brought with the first immigrants from China; vernacular Chinese writing, influenced by the New Literary Movement in the 1920s; Taiwanese writing based on the most common dialects, Hokkien and Hakka (the idea of speaking and writing in unison); Japanese writing, which was originally studied in school along with Chinese, but supplanted it. The switch from Japanese, the colonial official language, to Mandarin Chinese, the postcolonial official language, led to a so-called translingual generation of literary writers. While the switch from one monolingual paradigm to another disrupted the creative output of the translingual generation, it did not prevent these writers from developing a Taiwanese consciousness. As illustrated by the poet Chen Qianwu, language crossing experiences strengthened the translingual generations assertion of their local identities.

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Ergİn, Melİz. "Emine Sevgi Özdamar’s Translingual Poetics inMutterzunge." Seminar: A Journal of Germanic Studies 49, no. 1 (February 2013): 20–37. http://dx.doi.org/10.3138/sem.49.1.20.

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26

Borta, Elena. "Book Review: The Translingual Imagination." Language and Literature: International Journal of Stylistics 12, no. 1 (February 2003): 83–85. http://dx.doi.org/10.1177/096394700301200108.

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Weininger, Melissa. "Language Politics: The Boundaries of Homeland and Translingual Israeli Literature." Studies in the Novel 48, no. 4 (2016): 477–93. http://dx.doi.org/10.1353/sdn.2016.0050.

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Dutton, Jacqueline. "World Literature in French,littérature-monde, and the Translingual Turn." French Studies 70, no. 3 (June 19, 2016): 404–18. http://dx.doi.org/10.1093/fs/knw131.

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Tasnim, Zakiyah. "Transformation of English Language in Amitav Ghosh’s The Hungry Tide." Advances in Language and Literary Studies 9, no. 3 (June 30, 2018): 145. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.145.

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With millions of non-native English language users, English has gained the position of ‘global language’ in the last century. English literature also has a significant number of non-native writers from around the world. While grasping their own cultures in English, these non-native writers have been transforming English language to a remarkable extent. On many occasions, these transformed varieties are recognised as versions of English language. This essay explores the notion of translingual writers and their use of English language, taking The Hungry Tide, a novel of the Indian translingual writer Amitav Ghosh, as an example. The novel is studied, along with the works of other researchers, with the sole focus on the transformation of English language in it. This study looks for the answers of two questions. They are: 1. How do the translingual writers justify their transformation of English language?; and 2. How is Amitav Ghosh transforming English language in The Hungry Tide and why is he doing it?

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Barilovskaya, A. A., and N. V. Kolesova. "TRANSLINGUAL APPROACH TO THE PLAY ON WORDS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 53, no. 3 (October 30, 2020): 196–202. http://dx.doi.org/10.25146/1995-0861-2020-53-3-233.

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Statement of the problem. The problem of studying the language of emigrants has a special importance at present characterized by the growth of interaction and cultural contacts between countries and peoples. Along with a large number of articles devoted to the language of translingual writers, the works on the analysis of the play on words in the texts by modern authors are quite rare now, and they do not completely describe the problem of the functional significance of this phenomenon, which determined the purpose of this article − to study the play on words as a linguocultural phenomenon in the texts by contemporary emigrant writers. Methodology (materials and methods) in the article is based on the analysis and generalization of articles devoted to the problem of translingual literature done by Russian and foreign linguists from the point of view of linguocultural analysis of the text, component analysis of the semantic structure of lexical units and synchronous comparison of linguistic units belonging to different systems. Research results. After the analytical review of the literature on the topic of the research, the concept of translingvema was studied, the types of translingvemas used by the authors for play on words were identified. The analysis of the play on words in the texts by modern writers who combine elements of various language systems in their works is done. It was concluded that the linguocreative activity of emigrant writers reflects not only the nominative and communicative ideas of the authors, but also conveys additional shades of meanings and the authors’ attitude to the ideas described. Conclusion. The play on words in translingual literature has a special character, it differs from the individual word usage of emigrants, on the one hand, and from the work by monolingual authors, on the other. It is based on linguistic creativity, the desire to achieve a certain effect, to convey additional connotations, which is achieved by violating the normative traditional usage, creating non-standard use of linguistic means with the help of various language systems.

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Laanes, Eneken. "Katja Petrowskaja’s Translational Poetics of Memory." New German Critique 51, no. 2 (August 1, 2024): 51–78. http://dx.doi.org/10.1215/0094033x-11165784.

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A new perspective on Katja Petrowskaja’s Maybe Esther (2014) goes beyond earlier interpretations of the novel, which tend to privilege analytic frameworks of minor literatures, German Jewish literature, or Holocaust postmemory. This article reads the novel as cultivating a translingual approach to transnational memory of the entangled histories of the Holocaust and Soviet state terror in Central and Eastern Europe. Drawing on precepts of multilingualism that are more than merely additive, the analysis foregrounds Petrowskaja’s innovative contributions to translingual and even postlingual practices in contemporary literature. As this article demonstrates, she writes translationally at the porous borders of ostensibly discrete languages by highlighting the materiality of language, deploying prose rhymes and homonyms, and using idiomatic expressions across languages. The article argues that Maybe Esther is more than a text of a minoritarian German Jewish literature alone, for it can also be viewed as a transnational text that only happens to be written in German. Drawing on Michael Rothberg’s concept of “multidirectional” memory and Kristin Dickinson’s concept of “omnidirectional” disorientations in translation, the article argues that Petrowskaja’s entangled remembering of the mass violence and state terror of the twentieth century can be described as a translational transnationalism attentive to multiple localities, histories, and memory cultures in Europe.

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Kulieva, Sheker A. "Reading Translingual Literary Text in Polycultural Audience." Polylinguality and Transcultural Practices 16, no. 4 (December 15, 2019): 637–43. http://dx.doi.org/10.22363/2618-897x-2019-16-4-637-643.

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This article offers a technique for working with translingual literature in a multilingual audience. The object of analysis - Russophon text - is considered as a meeting place for languages and cultures, the elements of which can be explicated in the presence of the necessary background knowledge. The author cites as an example a joint reading with the students of the novel cycle of the famous Kazakhstan writer A. Zhaksylykov - a multi-level artistic whole that can be deciphered adequately only within the framework of the translingual approach. The purpose of the article is to help specialists choose a methodology for interpreting the text in which the analysis could become productive.

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Valikova, Olga A., and Alena S. Demchenko. "Translingual Literary Text: on Problem of Understanding." Polylinguality and Transcultural Practices 17, no. 3 (December 15, 2020): 352–62. http://dx.doi.org/10.22363/2618-897x-2020-17-3-352-362.

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The given study covers an actual interdisciplinary issue - Russian language, post-Soviet Russian literature in particular, that includes the otherness of multiple ethnic cultures and creates unique images of the world. In the modern conventional sense, culture is replaced by transculture - a space of interaction and mutual repulsion, intertwinement, constellation, overlapping, flowing of cultures into one another. These processes have no and cant have any solidified, final forms that would be determined once and for all. Therefore, the works created in the aesthetics of transculturation are always unique, be it a literary text, a musical message or a silent arthouse short film speaking the language of negative space. We believe that a transcultural episteme should be used in the process of new thinking formation. A person without any developed pragmatic presupposition is deprived of explanatory knowledge and becomes a victim of the information manipulation embedding a model of confrontational perception of the Other into the collective consciousness. By the given work, we would like to demonstrate a method of working with higher-school students that we called Immersion Reading. Using the works by Russian Germans (in particular, E. Seifert and G. Belger), we describe the stages of readers immersion into a literary work step by step (context verticalization, hermeneutic comment creation, stages of typification and differentiation of texts within a chosen paradigm, synthesis) and then bring up the results of our work with students and doctoral candidates of Russia and Kazakhstan for discussion within Literature and Globalization, Intercultural Communication in Art Dimension lecture courses (author of the courses - Bakhtikireeva, U.M.).

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Schulte, Rainer, and Steven G. Kellman. "Switching Languages: Translingual Writers Reflect on Their Craft." World Literature Today 77, no. 3/4 (2003): 158. http://dx.doi.org/10.2307/40158342.

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Feshchenko, Vladimir V. "Echoing and Reverbing in Translingual Poetry." Зборник Матице српске за славистику 2023, no. 104 (2023): 93–109. http://dx.doi.org/10.18485/ms_zmss.2023.104.5.

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Murthy, Viren, and Lydia H. Liu. "Translingual Practice: Literature, National Culture, and Translated Modernity: China, 1900-1937." Philosophy East and West 48, no. 3 (July 1998): 524. http://dx.doi.org/10.2307/1400341.

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Wang, Ban, and Lydia Liu. "Translingual Practice: Literature, National Culture, and Translated Modernity--China, 1900-1937." Comparative Literature 49, no. 3 (1997): 283. http://dx.doi.org/10.2307/1771286.

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Kong, Haili, and Lydia H. Liu. "Translingual Practice: Literature, National Culture, and Translated Modernity-China, 1900-1937." Chinese Literature: Essays, Articles, Reviews (CLEAR) 19 (December 1997): 147. http://dx.doi.org/10.2307/495096.

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Huters, Theodore, and Lydia H. Liu. "Translingual Practice: Literature, National Culture, and Translated Modernity-China, 1900-1937." Harvard Journal of Asiatic Studies 58, no. 2 (December 1998): 568. http://dx.doi.org/10.2307/2652673.

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Popescu-Sandu, Oana. "Translingualism as Dialogism in Romanian-American Poetry." Journal of World Literature 3, no. 1 (February 16, 2018): 50–71. http://dx.doi.org/10.1163/24056480-00301005.

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Abstract This essay examines how translingual poetry by immigrant Romanian writers who live in or travel to the United States requires a transnational community framing rather than a national one and raises new questions about cultural and linguistic identity formation that reflect on both national and world literature issues. This analysis of the Romanian-American contemporary poets Mihaela Moscaliuc, Andrei Guruianu, Claudia Serea, and Aura Maru uses literary and rhetorical translingual theory to show that the “national literature” framing is no longer sufficient to address works created between two languages in a globalized world—Romanian and English, in this case. Born between two cultures and languages, their poetry does not belong entirely to either. In its turn, the national framing—both the Romanian and the American one—can become more porous and inclusive if read through a sociolinguistic “regime of mobility” (Blommaert) lens that gives a more powerful voice to migrant writers.

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Kondratieva, Natalya V., and Natalia V. Ilina. "“We Post and Post, and Others Will Come to Like Us...”, or Translingual Practices in B. Anfinogenov’s Poetry." Polylinguality and Transcultural Practices 20, no. 2 (June 30, 2023): 334–45. http://dx.doi.org/10.22363/2618-897x-2023-20-2-334-345.

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The article deals with the study of translingual practices in the works by the Udmurt poet B.V. Anfinogenov. The interest to the questions of transcultural literature is due to the importance of research in cultural diversity of multilingual regions of Russia. The methodological basis of the article is the linguistic analysis of a literary text, synthesis-generalization of the achievements of modern literary criticism, structural analysis of a poetic text, etc. The collection of poetic texts by B. Anfinogenov “Dz’ikya Promo” (2023) is used as the material for analysis. Based on the analysis, the peculiarities of translingual practices representation in the works by B. Anfinogenov are revealed, extra-textual (ethnic and cultural self-identification of the author, themes, foreign language inclusions) and intra-textual (hybrid cultural canons and codes) levels of representation of translingualism are outlined. Special attention is paid to the analysis of the role of graphic determination as well as the use of interlanguage homophony and intertextuality in transcultural literature.

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Edwards, Natalie. "Translingual Life Writing: Vassilis Alexakis, Hélène Cixous, Lydie Salvayre." L'Esprit Créateur 59, no. 4 (2019): 124–36. http://dx.doi.org/10.1353/esp.2019.0046.

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Lvovich, Natasha. "Translator and Translated Twice Removed: Multilingual Selfhood in Rabih Alameddine's An Unnecessary Woman." CounterText 7, no. 2 (August 2021): 251–62. http://dx.doi.org/10.3366/count.2021.0232.

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This article analyses the novel An Unnecessary Woman (2013) by the American-Lebanese writer Rabih Alameddine from the perspective of multilingual selfhood, echoing Borges's vision of ‘writing as translation’ as it expands to considerations of literary translingualism. The narrator/protagonist of the novel, Aaliya Saleh, is a translator whose main occupation is translation into Arabic from the existing English and French translations: from literary West into East. The significance of the author's creative choice of what is referred to as a twice-removed translator is explored with the following questions: How, while navigating between two languages, cultures, and identities, is the multilingual individual experiencing the balancing act between the ‘translation’ and the ‘original’? To what extent are characters, generated by writers' translingual imagination, indeed creative (re)incarnations of the author's fragmented self? Is there such a thing as the fidelity to an original' for an immigrant (the author)? What can we learn about this translingual polyphony of voices when it comes from the area of political conflict and deepening economic/humanitarian crisis?

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Pym, Anthony. "The Translingual Imagination, by Steven G. Kellman." Translation and Literature 11, no. 1 (March 2002): 139–41. http://dx.doi.org/10.3366/tal.2002.11.1.139.

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Ha, Guangtian. "Translingual Islam: The Perso-Arabic Cosmopolis in China." International Journal of Islam in Asia 4, no. 1-2 (April 16, 2024): 20–47. http://dx.doi.org/10.1163/25899996-20241067.

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Abstract This article uncovers the hitherto lesser-known histories of the Perso-Arabic cosmopolis as exists among China’s Sinophone Muslims. Drawing on reprinted manuscripts and published secondary literature in Arabic, Persian, and Chinese, I show a continual evolution of this cosmopolis as it articulates with Chinese through rigorous works of translation, transliteration, and a more encompassing mode of translingual conversion. This linguistic feat is enabled by a transregional network where the wider Indian Ocean world is drawn closer to China, while China becomes but one node, though frequently the destination for the global circulation of Islamic texts and ideas. This article aims to offer a detailed description of this Perso-Arabic cosmopolis and help us acquire a more comprehensive understanding of the rich lives of Arabic and Persian in the eastern Indian Ocean world.

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Cutter, Martha J. "Switching Languages: Translingual Writers Reflect on Their Craft (review)." College Literature 32, no. 2 (2005): 199–201. http://dx.doi.org/10.1353/lit.2005.0023.

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Lebedeva, Ekaterina S., and Tatyana A. Lupacheva. "Linguistic and Stylistic Features of Translingual Writers: Comparative analysis." Polylinguality and Transcultural Practices 16, no. 3 (December 15, 2019): 347–57. http://dx.doi.org/10.22363/2618-897x-2019-16-3-347-357.

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The present research is conducted within the frameworks of language contacts theory, intercultural communication theory, text linguistics and linguacontactology. Creative translingualism is the object of the research. Linguacreative characteristics of translingual fiction are the subject of the research. Fiction written by Russian and Chinese authors in English (Olga Grushin, Irina Reyn, Lara Vapnyar, Anya Ulinich, Gish Jen, Ha Jin, Amy Tan, Jade Snow Wong, Frank Chin, etc.) has served as the material for the analysis. Within the scope of the present research the similarities and differences of linguacreativity in the fiction written by authors belonging to unrelated linguacultures were determined. The range of native culture description means used by translingual writers is very diverse: loan-words, code switching and code mixing, native literature and songs allusions, contaminated speech, usage of English lexical units to transmit significant for native culture events (by attributing culturally specific meanings).

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Edwards, Natalie, and Christopher Hogarth. "Introduction: Translingual Writing in French, Beyond the Language of Adoption." L'Esprit Créateur 59, no. 4 (2019): 1–11. http://dx.doi.org/10.1353/esp.2019.0037.

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Kačkutė, Eglė. "Mothering in the Stepmother Tongue: Maternal Subjectivity and Linguistic Practice in Nancy Huston's Autobiographical Non-Fiction." Nottingham French Studies 57, no. 3 (December 2018): 274–85. http://dx.doi.org/10.3366/nfs.2018.0224.

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This article explores Huston's subject position as a mother and writer that emerges in her autobiographical non-fiction written during or reflecting upon the period of her life when her children were born and during their early childhood. The article aims to understand how and why Huston comes to mother in her adoptive ‘stepmother’ tongue, French, and how it is significant in her translingual writing practice. In light of Julia Kristeva's concept of the semiotic chora and its interpretation offered by Alison Stone, this article argues that although Huston's maternal linguistic practice originates in a traumatic early experience of her mother's departure, her embodied use of French with her children performs a restorative and healing function enabling a translingual practice of mothering as well as writing.

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Seltzer, Kate. "“A Lot of Students Are Already There”: Repositioning Language-Minoritized Students as “Writers in Residence” in English Classrooms." Written Communication 39, no. 1 (November 4, 2021): 44–65. http://dx.doi.org/10.1177/07410883211053787.

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This article centers on Faith, a Latinx bilingual student who, because of her failure to pass a standardized exam in English language arts, had to repeat 11th-grade English. Despite this stigma of being a “repeater,” during the year-long ethnographic study I conducted in her classroom, Faith proved to be an insightful and critical reader and self-described poet who shared her writing with her peers as well as with other poets in online forums. Drawing from that more expansive classroom study, this article features Faith’s metacommentary on language and her own writing process and explores how her insights (1) disrupt monoglossic, raciolinguistic ideologies by highlighting the disconnect between her sophisticated understandings of language and the writing process and her status as a “struggling” student; (2) draw attention her wayfinding, which chronicles her navigation of those ideologies that complicate her search for a writerly identity and obscure the translingual nature of all texts and all writers; and (3) can move teachers and researchers of writing to reimagine the writing classroom so that it (re)positions students like Faith as “writers in residence,” whose existing translingual writing practices and wayfinding can serve as mentors and guides for others.

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