They were also able to produce more concise, well-formed essays with fewer misused lexical items from a lack of relevant language knowl- edge or experiences. The findings suggest that by allowing FL learners to engage in strong translanguaging practices, removing the “barriers” between named languages, during the planning stage of their English composition, learners are able to score higher than those who were forced to use one language over the other (either the target language or their native lan- guage). The goal of the present study was thus to investigate the effects of weak and strong forms of translanguaging on the production of Japanese EFL students’ academic and creative com- position pieces. But despite attempts toward a reframing of FL learners as emergent bilinguals, bilingual languaging strategies such as translanguaging are still rarely seen in most FL education contexts, and bilingual composition strategies are yet to become integrated into main- stream FL writing education as a result. An examination of translanguaging patterns in the learners’ online interactions demonstrates the affordance potential of expanded semiotic repertoires for the co-construction of meaning and building collaborative learner communities.įoreign language (FL) writing has undergone a number of key evolutions over the past 50 years. In the light of shifting thinking about language learners as emergent bi/multilinguals, what are the affordances of translingual language practices? Drawing on affordance theory and Galley et al.’s (2014) community indicator framework, this article presents a small case study of bilingual learners (English/German) in an international online exchange. The emergence of bi/multilingual perspectives in particular has led to a re-evaluation of dynamic and hybrid language practices in educational settings, resulting in new explanatory concepts such as translanguaging and calling into question monolingual underpinnings of language scholarship and practice. Globalisation, digital technologies and mobile learning have created unprecedented opportunities for language learning across space and time, while various ‘turns’ in applied linguistics are impacting on traditional conceptualisations of language and language learning. This paper aims to contribute towards an epistemological shift away from the erroneous notion that Japan is a monolingual nation, and to bring about awareness to celebrate the underlying translingual practices that run prevalent throughout the modern Japanese society. ![]() The findings provide evidence of intersentential, intrasentential, interlexical, intralexical, and semiotic-inclusive translingual practices working together to create a linguistically-rich Japanese society that is undeniably deserving of a bilingual accreditation. ![]() Against this backdrop, this paper examines an assortment of concrete photographic materials collected by the researcher of the largely unnoticed translingual practices evident in various facets of Japanese society. ![]() Different to simple translations aimed at tourists, translingual practices run rife in marketing campaigns, product branding, and common advertising targeted at a specifically Japanese audience, although this is rarely acknowledged in most cases. The vast majority of Japanese people living in cities throughout the country are (perhaps unknowingly) subjected to an array of bi-/translingual activity on a regular basis, and function in said contexts with few comprehension difficulties. Consequently, very few Japanese people consider themselves bilingual however, the reality of Japanese society would suggest otherwise. Japan has traditionally been thought of as a linguistically homogenous and therefore monolingual society.
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