Translingual negotiation in mixed-gender communication: An analysis of the interactions in research group meetings in engineering

As a practical theory of language, translanguaging refers not only to speakers' use of multiple languages, but also to the deployment of other semiotic resources and artifacts in communication. To examine the use of semiotic resources and translingual negotiation strategies in STEM communication, this study explores the intersectionality of translingual communication and gender in a research group consisting of international engineering scientists (including doctoral students, postdoc and faculty) at a public university in the Midwestern United States. Using a translingual approach, we analyze the semiotic resources and translingual negotiation strategies adopted by these engineering scientists to resolve trouble-in-interaction and claim agency in group interaction. Data include eight audiovisual recordings of research group meetings (RGMs), transcribed following the conventions in conversation analysis for verbal and nonverbal communication. A turn-by-turn analysis of the chosen excerpts reveals: (1) members of the group adopt negotiation strategies to collaboratively resolve trouble-in-interaction, including entextualization (visualization in particular), recontextualization, and various verbal and nonverbal interactional strategies. In employing these strategies, they also skillfully integrate various semiotic repertoires such as gestures, body movements, environmental artifacts, and board work to facilitate the resolution of trouble-in-interaction and (2) female scientists adopt envoicing and interactional strategies to regain the floor to speak and display resistance when interrupted or ignored by their male colleagues. These findings suggest that while we embrace the affordances of a translingual orientation to STEM communication as it values the entire linguistic and semiotic repertoires of international STEM scientists, we should also acknowledge the existence of microaggressive acts against female members in RGMs. A more equitable and inclusive environment for intellectual engagement and group communication in STEM fields can only be created through the collaborative efforts of individuals, groups, and institutions.