Meaning-making or heterogeneity in the areas of language and identity? The case of translanguaging and nyanlända (newly-arrived) across time and space

References

• Bagga-Gupta, S. (1995). Human development and institutional practices: Women, child care and the mobile creches (Doctoral Dissertation). Linköping Studies in Arts and Sciences 130. Linköping University, Sweden.
   Google Scholar
• Bagga-Gupta, S. (1999). Visual language environments: exploring everyday life and literacies in Swedish deaf bilingual schools. Visual Anthropology Review, 15(2), 95–120. doi: 10.1525/var.2000.15.2.95
   Google Scholar
• Bagga-Gupta, S. (2002). Explorations in bilingual instructional interaction: A sociocultural perspective on literacy. Learning and Instruction, 12(5), 557–587. doi: 10.1016/S0959-4752(01)00032-9
   Web of Science ®Google Scholar
• Bagga-Gupta, S. (2004). Visually oriented bilingualism. Discursive and technological resources in Swedish deaf pedagogical arenas. In M. van Herreweghe & M. Vermeerbergen (Eds.), To the lexicon and beyond. Sociolinguistics in European deaf communities, volume 10 – The sociolinguistics in deaf communities series (Ed. Ceil Lucas), 171–207. Washington, DC: Gallaudet University Press.
   Google Scholar
• Bagga-Gupta, S. (2008). Den enspråkiga människan och den enfaldiga skolan. Var finns de? [The monolingual human being and the homogenous/monocultural school. Where are they?]. Professors installation speech. Sweden: Örebro University.
   Google Scholar
• Bagga-Gupta, S. (2012). Challenging understandings of bilingualism in the language sciences from the lens of research that focuses social practices. In E. Hjörne, G. van der Aalsvoort, & G. de Abreu (Eds.), Learning, social interaction and diversity: Exploring school practices (pp. 85–102). Rotterdam: Sense Publishers.
   Google Scholar
• Bagga-Gupta, S. (2013). The boundary-turn: Relocating language, culture and identity through the epistemological lenses of time, space and social interactions. In I. Husnain, S. Bagga-Gupta, & S. Mohan (Eds.), Alternative voices: (Re)searching language, culture and identity (pp. 28–49). Cambridge: Cambridge Scholars Publishing.
   Google Scholar
• Bagga-Gupta, S. (2014). Performing and accounting language and identity: Agency as actors-in-(inter)action-with-tools. In P. Deters, X. Gao, E. Miller, & G. Vitanova-Haralampiev (Eds.), Theorizing and analyzing agency in second language learning: Interdisciplinary approaches (pp. 113–132). Bristol: Multilingual Matters.
   Google Scholar
• Bagga-Gupta, S. (2017a). Center-staging language and identity from earthrise positions. Contextualizing performances from open spaces. In S. Bagga-Gupta, A. L. Hansen, & J. Feilberg (Eds.), Identity revisited and reimagined. Empirical and theoretical contributions on embodied communication across time and space (pp. 65–102). Rotterdam: Springer Publishing.
   Google Scholar
• Bagga-Gupta, S. (2017b). Language and identity beyond the mainstream. Democratic and equity issues for and by whom, where, when and why. Journal of the European Second Language Association, 1(1), 102–112. doi: 10.22599/jesla.22
   Google Scholar
• Bagga-Gupta, S. (2017c). Going beyond oral-written-signed-irl-virtual divides. Theorizing Languaging from mind-as-action perspectives. Writing & Pedagogy, 9(1), 49–75. https://doi.org/10.1558/wap.27046
   Web of Science ®Google Scholar
• Bagga-Gupta, S., Messina Dahlberg, G. & Gynne, A. (in press). Handling languaging during fieldwork, analysis and reporting in the 21st century: Aspects of ethnography as action in and across physical-virtual spaces. In Bagga-Gupta, S., Messina Dahlberg, G. & Lindberg, Y. (Eds.). Virtual Learning Sites as Languaging Spaces. Critical issues on languaging research in changing eduscapes in the 21st century. Sense Publishers.
   Google Scholar
• Bagga-Gupta, S. & St-John, O. (2017). Making complexities (in)visible: Empirically-derived contributions to the scholarly (re)presentations of social interactions. In S. Bagga-Gupta (Ed.), Marginalization processes across different settings: going beyond the mainstream (pp. 352–388). Newcastle-upon-Tyne: Cambridge Scholars Publishing.
   Google Scholar
• Bagga-Gupta, S., Feilberg, J., & Hansen, A. L. (2017). Many ways-of-being across sites. Identity as (inter)action. In S. Bagga-Gupta, A. L. Hansen, & J. Feilberg (Eds.), Identity revisited and reimagined. Empirical and theoretical contributions on embodied communication across time and space (pp. 5–24). Rotterdam: Springer Publishing.
   Google Scholar
• Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Clevedon: Multilingual Matters.
   Google Scholar
• Berger, P. L., & Luckmann, T. (1966). The social construction of reality. A treatise in the socioligy of knowledge. New York, NY: Penguin.
   Google Scholar
• Bergqvist, K. (1990). Doing schoolwork. Task premises and joint activity in the comprehensive classroom (Doctoral dissertation). Linköping Studies in Arts and Science 55. Linköping University, Sweden.
   Google Scholar
• Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. doi: 10.1111/j.1540-4781.2011.01207.x
   Web of Science ®Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94, 103–115. doi: 10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• Damian, J. R., & Zotzmann, K. (Eds.). (2017). ISMS in language education. Oppression, intersectionality and emancipation. Language and Social Life. Boston, MA: De Gruyter Mouton.
   Google Scholar
• Dovchin, S. (2017). The ordinariness of youth linguascapes in Mongolia. International Journal of Multilingualism, 14(2), 144–159. doi: 10.1080/14790718.2016.1155592
   Web of Science ®Google Scholar
• Ensslin, A. (2017). Future modes: How ‘new’ new media transforms communicative meaning and negotiates relationships. In C. Cotter, & D. Perrin (Eds.), The Routledge handbook of language and media (pp. 309–324). New York, NY: Routledge.
   Google Scholar
• Finnegan, R. (2015). Where is language? An anthropologist’s questions on language, literature and performance. London and New York: Bloomsbury Academic.
   Google Scholar
• Gal, S., & Irvine, J. (1995). The boundaries of languages and disciplines: How ideologies construct difference. Social Research, 62, 967–1001.
   Web of Science ®Google Scholar
• García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.
   Google Scholar
• García, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education. Vol. 10. Encyclopedia of language and education (pp. 117–130). Rotterdam: Springer.
   Google Scholar
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford: Blackwell.
   Google Scholar
• Goodwin, C. (1993). Recording human interaction in natural settings. Pragmatics, 3(2), 181–209. doi: 10.1075/prag.3.2.05goo
   Google Scholar
• Gorter, D., & Cenoz, J. (2015). Translanguaging and linguistic landscapes. Linguistic Landscape, 1(1), 54–74. doi: 10.1075/ll.1.1-2.04gor
   Google Scholar
• Gramling, D. (2016). The invention of monolingualism. New York, NY: Bloomsbury.
   Google Scholar
• Grosjean, F. (1995). A psycholinguistic approach to code-switching: The recognition of guest words by bilinguals. In L. Milroy, & P. Muysken (Eds.), One speaker, Two languages: Cross-disciplinary perspectives on code-switching (pp. 259–275). Cambridge: Cambridge University Press.
   Google Scholar
• Gynne, A. (2016). Languaging and social positioning in multilingual school practices: Studies of Sweden Finnish middle school years (Doctoral dissertation). Mälardalens studies in Educational Sciences 26. Mälardalens university, Sweden.
   Google Scholar
• Gynne, A., & Bagga-Gupta, S. (2015). Languaging in the twenty-first century: Exploring varieties and modalities in literacies inside and outside learning spaces. Language and Education, 29(6), 509–526. doi: 10.1080/09500782.2015.1053812
   Web of Science ®Google Scholar
• Hacking, I. (1995). The looping effects of human kinds. In D. Sperber, D. Premack, & A. J. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 351–383). New York, NY: Oxford University Press.
   Google Scholar
• Hampel, R. (2006). Rethinking task design for the digital age: A frame-work for language teaching and learning in a synchronous online environment. ReCALL, 18(1), 105–121. doi: 10.1017/S0958344006000711
   Google Scholar
• Hansegard, N. E. (1975). Bilingualism or semilingualism? Invandrare och Minoriteter, 3, 7–13.
   Google Scholar
• Hasnain, I., Bagga-Gupta, S., & Mohan, S. (Eds.). (2013). Alternative voices: (re)searching language, culture and identity. Newcastle upon Tyne: Cambridge Scholars Publishing.
   Google Scholar
• Helm, F. (2016). Facilitated dialogue in online intercultural exchange. In T. Lewis & R. O’Dowd (Eds.), Online intercultural exchange: Policy, pedagogy, practice (vol. 4, pp. 150–172). New York, NY: Routledge.
   Google Scholar
• Holmström, I., Bagga-Gupta, S., & Jonsson, R. (2015). Communicating and hand(ling) technologies. Everyday life in educational settings where pupils with cochlear implants are mainstreamed. Journal of Linguistic Anthropology, 25(3), 256–284. doi: 10.1111/jola.12097
   Web of Science ®Google Scholar
• Hornberger, N. H. (2003). Continua of biliteracy. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 3–34). Clevedon: Multilingual Matters.
   Google Scholar
• Humphries, T., & MacDougall, F. (1999). ’Chaining’ and other links: Making connections between American sign langauge and english in two types of school setttings. Visual Anthropology Review, 15(2), 84–94.
   Google Scholar
• Jørgensen, J. N. (2008). Polylingual Languaging around and among children and adolescents. International Journal of Multilingualism, 5(3), 161–176. doi: 10.1080/14790710802387562
   Google Scholar
• Khubchandani, L. M. (1997). Revisualizing boundaries: A plurilingual ethos (Vol. 3). New Dehli: Sage Publications.
   Google Scholar
• Khubchandani, L. M. (1999). Speech as an ongoing activity: [Comparing Bhartrhari and Wittgenstein]. Indian Philosophical Quarterly, 26(1), 1–18.
   Google Scholar
• Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
   Google Scholar
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 655–670. doi: 10.1080/13803611.2012.718490
   Google Scholar
• Liddicoat, A. J. (2011). Enacting participation: Hybrid modalities in online video conversation. In C. Develotte, R. Kern, & M.-N. Lamy (Eds.), Dé-crire la conversation en ligne: le face à face distanciel (pp. 51–70). Lyon: ENS Éditions.
   Google Scholar
• Linell, P. (1982). The written language bias in linguistics. Linköping: University of Linköping.
   Google Scholar
• Linell, P. (2009). Rethinking language, mind, and world dialogically. Interactional and contextual theories of human sense-making. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Malcom, A., & Darren, R. (2000). Innocence and nostalgia in conversation analysis: The dynamic relations of tape and transcript. Forum: Qualitative Social Research, 1(3).
   Google Scholar
• Makoni, S. B. (2012). A critique of language, languaging and supervernacular. Muitas Vozes, 1(2), 189–199. doi: 10.5212/MuitasVozes.v.1i2.0003
   Google Scholar
• May, S. (Ed.). 2014. The multilingual turn. Implications for SLA, TESOL, and bilingual education. London and New York: Routledge.
   Google Scholar
• Messina Dahlberg, G. (2015). Languaging in virtual learning sites: Studies of online encounters in the language-focused classroom (Doctoral dissertation). Örebro Studies in Education 49. Örebro University, Sweden.
   Google Scholar
• Messina Dahlberg, G., & Bagga-Gupta, S. (2016). Mapping languaging in digital spaces: Literacy practices at borderlines. Language Learning & Technology, 20(3), 80–106.
   Web of Science ®Google Scholar
• Moss, S. M. (2017). From political to national identity in zanzibar. Narratives on changes in social practices. In S. Bagga-Gupta, A. L. Hansen, & J. Feilberg (Eds.), Identity revisited and reimagined. Empirical and theoretical contributions on embodied communication across time and space (pp. 169–186). Rotterdam: Springer Publishing.
   Google Scholar
• Padden, C. (1996). Early bilingual lives of deaf children. In I. Parasnis (Ed.), Cultural and language diversity and the deaf experience (pp. 99–116). New York: Cambridge University Press.
   Google Scholar
• Pavlenko, A. (in press). Superdiversity and why it isn’t. Reflections on terminological innovations and academic branding. In S. Breidbach, L. Küster, & B. Schmenk (Eds.), Sloganizations in language education discourse. Bristol: Multilingual Matters.
   Google Scholar
• Pietikäinen, S., Kelly-Holmes, H., Jaffe, A., & Coupland, N. (2016). Sociolinguistics from the periphery. Small languages in new circumstances. Cambridge: Cambridge University Press.
   Google Scholar
• Rosén, J., & Bagga-Gupta, S. (2013). Shifting identity positions in the development of language education for immigrants: An analysis of discourses associated with ‘Swedish for immigrants’. Language, Culture and Curriculum, 26(1), 68–88. doi: 10.1080/07908318.2013.765889
   Web of Science ®Google Scholar
• Sacks, H. (1984). Notes on methodology. In J. Heritage, & J. Maxwell Atkinson (Eds.), Structures of social action: Studies in conversation analysis (pp. 2–27). Cambridge: Cambridge University Press.
   Google Scholar
• Sataøen, H. (2016). Transforming the “third mission” in Norwegian higher education institutions: A boundary object theory approach. Scandinavian Journal of Educational Research, 62, 1–16.
   Web of Science ®Google Scholar
• Savransky, M. (2017). A decolonial imagination: Sociology, anthropology and the politics of reality. Sociology, 51(1), 11–26. doi: 10.1177/0038038516656983
   Google Scholar
• Säljö, R. (2002). My brain’s running slow today – The preference for ‘things ontologies’ in research and everyday discourse on human thinking. Studies in Philosophy and Education, 21(4–5), 389–405. doi: 10.1023/A:1019834425526
   Google Scholar
• Shumsky, N. L. (2008). Noah Webster and the invention of immigration. The New England Quarterly, 81(1), 126–135. doi: 10.1162/tneq.2008.81.1.126
   Web of Science ®Google Scholar
• Sridhar, K. K. (1996). Societal multilingualism. In S. Lee McKay & H. Nancy (Eds.), Sociolinguistics and language teaching (pp. 47–70). New York, NY: Cambridge University Press.
   Google Scholar
• Street, S. V. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
   Google Scholar
• Taylor, C. (1992). The politics of recognition. Multiculturalism and the politics of recognition. A. Gutman. Princeton: Princeton University Press.
   Google Scholar
• Vigouroux, C. B. (2017). (Re)thinking newspeakerism from a sub-saharan African perspective. Keynote at The Final New Speakers Network Final Whole Action Conference. Coimbra. Retrieved from http://www.ces.uc.pt/coimbranewspeakers/index.php?id=14836&id_lingua=2&pag=16205
   Google Scholar