{"title":"从翻译实践看英语的失稳","authors":"Ribut Wahyudi","doi":"10.1080/1358684X.2023.2204219","DOIUrl":null,"url":null,"abstract":"ABSTRACT This essay arises out of critical reflections in which I have engaged through my teaching in an Indonesian University. All my students are learning English as a foreign language. They typically struggle with how they are positioned ideologically, especially in relation to the so-called ‘native speaker’. My goal as an English educator is to free them from the native speaker ideology. I promote the possibilities of translanguaging as Canagarajah envisions it. In this essay I focus on the writing one student produced, when she responded to my request for the class to write a critically reflective piece on their own experiences of interculturality. I encouraged the class to write in both English and Indonesian, exploring the possibilities opened up by translanguaging. This translingual practice, seen through a Bakhtinian lens, is multi-voiced, representing the unique life experiences of my students, and thereby challenging the ideology of standard English.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"275 - 285"},"PeriodicalIF":0.7000,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Destabilising English through Translingual Practice: A Case Study\",\"authors\":\"Ribut Wahyudi\",\"doi\":\"10.1080/1358684X.2023.2204219\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This essay arises out of critical reflections in which I have engaged through my teaching in an Indonesian University. All my students are learning English as a foreign language. They typically struggle with how they are positioned ideologically, especially in relation to the so-called ‘native speaker’. My goal as an English educator is to free them from the native speaker ideology. I promote the possibilities of translanguaging as Canagarajah envisions it. In this essay I focus on the writing one student produced, when she responded to my request for the class to write a critically reflective piece on their own experiences of interculturality. I encouraged the class to write in both English and Indonesian, exploring the possibilities opened up by translanguaging. This translingual practice, seen through a Bakhtinian lens, is multi-voiced, representing the unique life experiences of my students, and thereby challenging the ideology of standard English.\",\"PeriodicalId\":54156,\"journal\":{\"name\":\"Changing English-Studies in Culture and Education\",\"volume\":\"30 1\",\"pages\":\"275 - 285\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Changing English-Studies in Culture and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1358684X.2023.2204219\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Changing English-Studies in Culture and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1358684X.2023.2204219","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Destabilising English through Translingual Practice: A Case Study
ABSTRACT This essay arises out of critical reflections in which I have engaged through my teaching in an Indonesian University. All my students are learning English as a foreign language. They typically struggle with how they are positioned ideologically, especially in relation to the so-called ‘native speaker’. My goal as an English educator is to free them from the native speaker ideology. I promote the possibilities of translanguaging as Canagarajah envisions it. In this essay I focus on the writing one student produced, when she responded to my request for the class to write a critically reflective piece on their own experiences of interculturality. I encouraged the class to write in both English and Indonesian, exploring the possibilities opened up by translanguaging. This translingual practice, seen through a Bakhtinian lens, is multi-voiced, representing the unique life experiences of my students, and thereby challenging the ideology of standard English.