The resistance to translanguaging, spontaneous translanguagers and native speaker saviorism

References

• Back, M. (2020). “It is a village”: Translanguaging pedagogies and collective responsibility in a rural school district. TESOL Quarterly, 54(4), 900–924. https://doi.org/10.1002/tesq.562
   Web of Science ®Google Scholar
• Bhasin, A., Castro, M., & Román, D. (2023). Translanguaging through the lens of social justice: Unpacking educators’ understanding and practices. International Multilingual Research Journal, 17(4), 1–14. https://doi.org/10.1080/19313152.2023.2208510
   Web of Science ®Google Scholar
• Blackledge, A., & Creese, A. (2017). Translanguaging and the body. International Journal of Multilingualism, 14(3), 250–268. https://doi.org/10.1080/14790718.2017.1315809
   Web of Science ®Google Scholar
• Blommaert, J. (2009). A market of accents. Language Policy, 8(3), 243–259. https://doi.org/10.1007/s10993-009-9131-1
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2012). Thematic analysis. In C. Harris & M. C. Paul. L. Debra. A. T. P. Long, D. Rindskopf & K. J. Sher (Eds.), APA handbook of research methods in psychology (pp. 57–71). American Psychological Association.
   Google Scholar
• Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada Journal, 36(1), 21–47. https://doi.org/10.18806/tesl.v36i1.1301
   Web of Science ®Google Scholar
• Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342 354. https://doi.org/10.1177/00336882221082751
   Web of Science ®Google Scholar
• Charalambous, P., Charalambous, C., & Zembylas, M. (2016). Troubling translanguaging: Language ideologies, superdiversity and interethnic conflict. Applied Linguistics Review, 7(3), 327–352. https://doi.org/10.1515/applirev-2016-0014
   Web of Science ®Google Scholar
• Chen, X., Li, J., & Zhu, S. (2021). Translanguaging multimodal pedagogy in French pronunciation instruction: Vis-à-vis students’ spontaneous translanguaging. System, 101, 102603. https://doi.org/10.1016/j.system.2021.102603
   Web of Science ®Google Scholar
• Choi, L. J. (2016). Revisiting the issue of native speakerism: ‘I don’t want to speak like a native speaker of English’. Language and Education, 30(1), 72–85. https://doi.org/10.1080/09500782.2015.1089887
   Web of Science ®Google Scholar
• Cho, G., Shin, F., & Krashen, S. (2004). What do we know about heritage languages? What do we need to know about them? Multicultural Education, 11(4), 23–26.
   Google Scholar
• Collins, W. M. (2005). Codeswitching avoidance as a strategy for mam (maya) linguistic revitalization. International Journal of American Linguistics, 71(3), 239–276. https://doi.org/10.1086/497872
   Google Scholar
• Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. https://doi.org/10.3102/00346543049002222
   Web of Science ®Google Scholar
• Dobinson, T., Dryden, S., Dovchin, S., Gong, Q., & Mercieca, P. (2023). Translanguaging and “English only” at universities. TESOL Quarterly, 58(1), 307–333. https://doi.org/10.1002/tesq.3232
   Web of Science ®Google Scholar
• Dovchin, S. (2016). The Transcultural role of English in the linguascape of EFL university students in Mongolia. In T. Barrett & M. Fellin (Eds.), Transcultural flows in English language education in Asia (pp. 15–32). Lexington books.
   Google Scholar
• Dovchin, S. (2017). Uneven distribution of resources in the youth linguascapes of Mongolia. Multilingua, 36(2), 147–179. https://doi.org/10.1515/multi-2015-0065
   Web of Science ®Google Scholar
• Dovchin, S. (2020). Translingual English, Facebook, and gay identities. World Englishes, 39(1), 54–66. https://doi.org/10.1111/weng.12445
   Web of Science ®Google Scholar
• Dovchin, S. (2022). Translingual discrimination. Cambridge University Press.
   Google Scholar
• Dovchin, S., & Dryden, S. (2022). Unequal English accents, covert accentism and EAL migrants in Australia. International Journal of the Sociology of Language, 2022(277), 33–46. https://doi.org/10.1515/ijsl-2021-0079
   Google Scholar
• Dovchin, S., Pennycook, A., & Sultana, S. (2017). Language, culture and the periphery. In S. Dovchin, A. Pennycook, & S. Sultana (Eds.), Popular culture, voice and linguistic diversity: Young adults on-and offline (pp. 1–26). Springer.
   Google Scholar
• Dryden, S., & Dovchin, S. (2021). Accentism: English LX users of migrant background in Australia. Journal of Multilingual and Multicultural Development, 1–13. https://doi.org/10.1080/01434632.2021.1980573
   Web of Science ®Google Scholar
• Dutton, J., & Rushton, K. (2021). Using the translanguaging space to facilitate poetic representation of language and identity. Language Teaching Research, 25(1), 105–133. https://doi.org/10.1177/1362168820951215
   Web of Science ®Google Scholar
• Elizabeth, R., Zhongfeng, T., Tiffany, M., & Aybahar, Q. (2018). Teaching for justice: Introducing translanguaging in an undergraduate TESOL course. Journal of Language and Education, 4(3 (15), 77–87. https://doi.org/10.17323/2411-7390-2018-4-3-77-87
   Google Scholar
• Galante, A. (2020). Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges. System, 92, 102274. https://doi.org/10.1016/j.system.2020.102274
   Web of Science ®Google Scholar
• García, O., & Leiva, C. (2014). Theorizing and Enacting Translanguaging for Social JusticeHeteroglossia as Practice and Pedagogy. In A. Blackledge & A. Creese(Eds.), Educational Linguistics (Vol. 20, pp. 199–216). Springer. https://doi.org/10.1007/978-94-007-7856-6_11
   Google Scholar
• García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–255. https://doi.org/10.1080/15348458.2017.1329016
   Web of Science ®Google Scholar
• Harzing, A. W., & Feely, A. J. (2008). The language barrier and its implications for HQ-subsidiary relationships. Cross Cultural Management: International Journal, 15(1), 49–61. https://doi.org/10.1108/13527600810848827
   Google Scholar
• Holliday, A. (2006). Native-speakerism. ELT journal, 60(4), 385–387. https://doi.org/10.1093/elt/ccl030
   Google Scholar
• Jaspers, J. (2017). The transformative limits of translanguaging. Language & Communication, 58, 1–10. https://doi.org/10.1016/j.langcom.2017.12.001
   Web of Science ®Google Scholar
• Jenks, C. J., & Lee, J. W. (2020). Native speaker saviorism: A racialized teaching ideology. Critical Inquiry in Language Studies, 17(3), 186–205. https://doi.org/10.1080/15427587.2019.1664904
   Google Scholar
• Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 23–38.
   Google Scholar
• Kayi‐Aydar, H., & Green‐Eneix, C. (2019). Shared identities through translanguaging practices in the multilingual mariachi classroom. TESOL Journal, 10(4), e502. https://doi.org/10.1002/tesj.502
   Google Scholar
• Lang, N. W. (2019). Teachers’ _translanguaging practices and “safe spaces” _for adolescent newcomers: Toward alternative visions. Bilingual Research Journal, 42(1), 73–89. https://doi.org/10.1080/15235882.2018.1561550
   Web of Science ®Google Scholar
• Lau, S. M. C. (2016). Language, identity, and emotionality: Exploring the potential of language portraits in preparing teachers for diverse learners. The New Educator, 12(2), 147–170. https://doi.org/10.1080/1547688X.2015.1062583
   Google Scholar
• Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
   Web of Science ®Google Scholar
• Lippi-Green, R. (2011). English with an accent: Language, ideology and discrimination in the United States. Routledge.
   Google Scholar
• Li, W., & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 34(5), 516–535. https://doi.org/10.1093/applin/amt022
   Web of Science ®Google Scholar
• Lowe, R., & Pinner, R. (2016). Finding the connections between native-speakerism and authenticity. Applied Linguistics Review, 7(1), 27–52. https://doi.org/10.1515/applirev-2016-0002
   Web of Science ®Google Scholar
• Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217. https://doi.org/10.1080/09500782.2014.994524
   Web of Science ®Google Scholar
• May, S. (2022). Afterword: The multilingual turn, superdiversity and translanguaging – the rush from heterodoxy to orthodoxy. In J. MacSwan (Ed.), Multilingual perspectives on translanguaging (pp. 333–344). Multilingual Matters.
   Google Scholar
• Nazari, M., & Karimpour, S. (2023). “Teacher, man mitoonam … ?”: Translanguaging and English language teacher emotion labor. Journal of Language, Identity & Education, 1–15. https://doi.org/10.1080/15348458.2023.2167206
   Web of Science ®Google Scholar
• Pontier, R. W., & Tian, Z. (2022). If you want to be taken seriously, you have to speak like a white person”: TESOL graduate students’ grappling with translanguaging as social justice. In T. Zhongfeng, & K. Nicole (Eds.), Developing translanguaging repertoires in critical teacher education (pp. 81–112). DeGruyter Mouton. https://doi.org/10.1515/9783110735604
   Google Scholar
• Poza, L. E. (2019). “Where the true power resides”: Student translanguaging and supportive teacher dispositions. Bilingual Research Journal, 42(4), 408–431. https://doi.org/10.1080/15235882.2019.1682717
   Web of Science ®Google Scholar
• Rampton, B., Charalambous, C., & Charalambous, P. (2019). Crossing of a different kind. Language in Society, 48(5), 629–655. https://doi.org/10.1017/S0047404519000460
   Web of Science ®Google Scholar
• Rivers, D., & Ross, A. S. (2013). Idealized English teachers: The implicit influence of race in Japan. Journal of Language, Identity and Education, 12(5), 321–339. https://doi.org/10.1080/15348458.2013.835575
   Web of Science ®Google Scholar
• Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733–756. https://doi.org/10.1002/tesq.195
   Web of Science ®Google Scholar
• Sah, P. K., & Li, G. (2022). Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism, 25(6), 2075–2094. https://doi.org/10.1080/13670050.2020.1849011
   Web of Science ®Google Scholar
• Seals, C. A., & Olsen-Reeder, V. (2020). Translanguaging in conjunction with language revitalisation. System, 92, 102277. https://doi.org/10.1016/j.system.2020.102277
   Web of Science ®Google Scholar
• Song, J. (2018). Critical approaches to emotions of non-native English-speaking teachers. Chinese Journal of Applied Linguistics, 41(4), 453–467. https://doi.org/10.1515/cjal-2018-0033
   Google Scholar
• Syed, H. (2022). “I make my students’ assignments bleed with red circles”: An autoethnography of translanguaging in higher education in Pakistan. Annual Review of Applied Linguistics, 119–126. https://doi.org/10.1017/S026719052100012X 42
   Web of Science ®Google Scholar
• Tankosić, A., & Dovchin, S. (2022). Monglish in post‐communist Mongolia. World Englishes, 41(1), 38–53. https://doi.org/10.1111/weng.12554
   Web of Science ®Google Scholar
• Tankosić, A., Dryden, S., & Dovchin, S. (2021). The link between linguistic subordination and linguistic inferiority complexes: English as a second language migrants in Australia. International Journal of Bilingualism, 25(6), 1782–1798. https://doi.org/10.1177/13670069211035561
   Web of Science ®Google Scholar
• Tenzer, H., Pudelko, M., & Harzing, A. W. (2014). The impact of language barriers on trust formation in multinational teams. Journal of International Business Studies, 45(5), 508–535. https://doi.org/10.1057/jibs.2013.64
   Web of Science ®Google Scholar
• Tse, L. (1998). Ethnic identity formation and its implications for heritage language development. In S. Krashen, L. Tse, & J. McQuillan (Eds.), Heritage language development (pp. 15–29). Language Education Associates.
   Google Scholar
• Wang, M., & Dovchin, S. (2023). “Why should I not speak my own language (Chinese) in public in America?”: Linguistic racism, symbolic violence, and resistance. TESOL Quarterly, 57(4), 1139–1166. https://doi.org/10.1002/tesq.3179
   Web of Science ®Google Scholar
• Zhang-Wu, Q., & Tian, Z. (2023). Raising critical language awareness in a translanguaging-infused teacher education course: Opportunities and challenges. Journal of Language, Identity & Education, 22(4), 376–395. https://doi.org/10.1080/15348458.2023.2202589
   Web of Science ®Google Scholar