Acceso usuarios
Joke Dewilde
Erratum Dewilde, J. (2019) Translation and translingual remixing: A young person developing as a writer. International Journal of Bilingualism, 23:5, 942-953. DOI: 10.1177/1367006917740975 The following changes have been made to the above-mentioned article:
Page 946, line 22-24: I conducted fieldwork in one of those classes from August 2015 to December 2015 and from February 2016 to June 2016.
Page 951, line 4-8: Furthermore, when analysing texts by successful second language authors, she found that written texts such as diary jottings, journals and memoires represented unique spaces for trying out new identities and potentially challenging dominant monolingual and monocultural ideologies (p. 326; see also Dewilde & Skrefrsud, 2016).
Aims and Objectives/Purpose/Research Questions:
This article aims to understand how a young person develops as a translingual writer and which discursive strategies she identifies as important in this process. Neda (pseudonym) has never learnt to write in Turkmen, which is her home language, but is developing as a confident writer in Norwegian, which is the language of the school.
Design/Methodology/Approach:
Situated within a linguistic ethnographic framework, in-depth interviews with the young person were conducted as part of a year-long fieldwork. One interview focused on Neda’s writing experiences in general, and the other two examined how she experienced writing selected poems.
Data and Analysis:
The data for this article are three in-depth interviews with Neda produced over a month’s time, field notes taken in school across that same period, seven poems written at home, and two written in school. The analysis had a joint focus on linguistics and ethnography, identifying core themes.
Findings/Conclusions:
Neda drew on translation and translingual remixing strategies when writing poetry on her own initiative to develop her voice, which indicates a strong sense of agency. In line with a translingual orientation to communication and literacy, these discursive strategies transcend individual languages and involve diverse semiotic resources in situated meaning construction. Both strategies contribute to creating a deeper understanding of the Norwegian language resources in her repertoire and to finding her voice as a transnational young person.
Originality:
Few studies have offered detailed insight into how young people reflect upon their development as translingual writers in their spare time and which strategies they identify as important to do so.
Significance/Implications:
The study contributes to the debate of how teachers can create a space for translingual writing by acknowledging and further developing young people’s own discursive strategies, involving their entire linguistic repertoire.
