Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories

Abstract

Extending the current scholarly discussion on anti‐racist translingualism, this article explores how two multilingual international students navigate and resist the feelings of shame through translingual digital storytelling. Based on a narrative analysis, the study delves into the multilingual international students' racialized experience as they grapple with linguistic racism and internalized Whiteness. The findings from the narrative analysis suggest the students' evolving and ongoing relationships with shame. The researcher argues that translingual digital stories allow the students to draw upon a myriad of linguistic repertoires and semiotic resources, which are essential for navigating shameful feelings and addressing linguistic racism. The researcher concludes this article by offering suggestions and recommendations for cultivating an anti‐racist pedagogy within multilingual education.