Adopting Cross-Disciplinary Perspectives in Constructing A Multilingual’S Identity

Bilá, Magdaléna; Kačmárová, Alena; Vaňková, Ingrida

doi:10.1515/humaff-2015-0035

Cited by 6 publications

(4 citation statements)

References 6 publications

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“…There are exceptions insofar as some researchers are not explicit about their theoretical stance at all and other scholars, including the most influential (for example, Norton), have drawn on both the sociocultural and poststructural at different times and for different purposes. In line with Block would argue that just as defining and researching identity crosses traditional boundaries between disciplines (Bilá, Kačmárová, & Vaňková, 2015;Holliday, Hyde, & Kullman, 2004), it similarly transcends the boundaries of a single theoretical perspective. This approach follows in the tradition of identity research described by Omoniyi (2006) as both 'multi-theoretical and multidisciplinary' (p. 14) and by Kostoulas and Mercer (2016) who argue that 'integrating differing perspectives is more likely to create a richer understanding of the self in the long run' (p. 130).…”

Section: A Multi-theoretical Approach To Investigating Identitymentioning

confidence: 99%

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Fisher

Evans

Forbes

et al. 2018

International Journal of Multilingualism

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Multilingual identity is an area ripe for further exploration within the existing extensive body of identity research. In this paper we make a case for a conceptual framework that defines multilingual identity formation in terms of learners' active involvement, and proposes the classroom as the hitherto underused site for participative identity (re)negotiation. After reviewing three key theoretical perspectives on identity (the psychosocial, sociocultural and poststructural) for points of intersection and difference, we propose a new framework for a multi-theoretical approach to the conceptualisation and investigation of multilingual identity. This places it at the nexus of (a) individual psychological development, (b), the relational and social, and (c) the historical and contextual. Arguing that a participative perspective can take the field forward, we present a theorised model for classroom practice that provides a structure within which individual learners of a foreign language might explore, with reference to a range of sociolinguistic knowledge, the extent of their current linguistic repertoire. In addition, they are asked to explicitly consider their identity and identifications and offered the agency to (re)negotiate these in terms of multilingual identity, the development of which may be important for investment in language learning.

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Section: A Multi-theoretical Approach To Investigating Identitymentioning

confidence: 99%

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Fisher

Evans

Forbes

et al. 2018

International Journal of Multilingualism

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“…We have elaborated on our previous research based on socio-constructivist treatment of human identity, exploring it as a structure defined by using and experiencing language and producing discourses (Bilá, Kačmárová and Vaňková 2015). We view a translator as having a multilingual identity from a socio-pragmatic perspective, i.e.…”

Section: Suggesting the Components Of The Translating Processmentioning

confidence: 99%

Tourist Notices in the Spotlight of Linguistic Landscape and Translation Studies

Bilá

Vaňková

2019

Russian Journal of Linguistics

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In the 21st century, even local tourist spots are globally accessible and need to be communicated in a globally shared language, a lingua franca (Ben-Rafael & Ben Rafael 2015). The language of most obvious choice among speakers from different linguacultural backgrounds is English. When translating notices in national parks into English, translators should predominantly consider the function of the TT (target text), the target audience (not exclusively L1 speakers of English but, the speakers of a variety of languacultures communicating in English as lingua franca (ELF) and opt for translation solutions that would account for visitors representing a diversity of languacultures. The present paper aims at finding out what modifications in translation of visitors’ rules may be necessary if the target readership is to be considered, and at explicating the translation process through applying a transdisciplinary perspective of ELF studies, linguistic landscape (LL) studies, cross-field studies on conceptualization, translanguaging and translation studies. The study shows that these modifications affect the significance and hierarchy of the four principles operating in LL (presentation-of-self, power-relations, good reasons and collective-identity) and are projected into specific LL-tailored translation solutions (shifts in modality, lexis, style and discourse markers). The modifications are achievable in ELF, which, as a form and function, a de-regionalized and de-culturalized artifact of global village, is capable of catering for a variety of languacultures with their specific societal conventions, practices, and the whole explicit and implicit axio-sphere.

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“…According to V.E. Klochko, "the anthropologization of psychological knowledge is already seen as the tendency, but this tendency is not understood yet as expression of regularities that define self-movement of psychological knowledge as well as mechanisms that provide science self-development as progressive ("forward" and "upright") movements of a psychological thought" (Klochko, 2007;Bilá, Kačmárová, & Vaňková, 2015;Woźniak, 2015).…”

Section: State Of the Problemmentioning

confidence: 99%

A Glimpse Into the Development of Human Resourses From the System Anthropological Psychology Perspective

Artyukhov¹,

Loginova²,

Volkova³

2017

Proceedings of the Iii International Scientific and Practical Conference

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The problem of transition from the economic efficiency to the social one is critical to the modern society. Following the tendencies of psychological science development at the modern stage, the Systemic anthropological psychology is suggested to be a new methodological basis for solving the human resources development problem. It is known that the sustainable development of the society is possible if conditions are created for life self-fulfillment of a human being, growing within the space of opportunities and extending the limits of a new life standard. The investigation of the mechanisms providing progressive development of psychological ideas to disclose possibilities for researching space-time of the real life of the human being seems to be of great importance. The mechanisms of human being formation investigated in modern psychology are relevant for human self-fulfillment as a way of human being's presenting to the world and obtaining new possibilities due to it. Within the limits of the systemic anthropological psychology consistently developing post-nonclassical ideas of cultural-historical psychology, life self-fulfillment of a human being seems to be a special mechanism, ensuring the transformation of possibilities into the reality.

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Adopting Cross-Disciplinary Perspectives in Constructing A Multilingual’S Identity

Cited by 6 publications

References 6 publications

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Tourist Notices in the Spotlight of Linguistic Landscape and Translation Studies

A Glimpse Into the Development of Human Resourses From the System Anthropological Psychology Perspective

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