Fish, phone cards and semiotic assemblages in two Bangladeshi shops in Sydney and Tokyo

Pennycook, Alastair; Otsuji, Emi

doi:10.1080/10350330.2017.1334391

Cited by 52 publications

(27 citation statements)

References 28 publications

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“…Similar attempts in defining how different semiotic possibilities work together include the terms of 'attunement' or 'alignment' as proposed in Pennycook and Otsuji (2017) and Pennycook (2017Pennycook ( , 2018. Starting from Arnaut's view (2016) that interaction is unregimented, messy and transversal and language is a 'distributed entity across people and places' (447), they use the terms attunement and alignment to describe the communication need to adapt to other people, language, objects, place, etc, in the process of grouping and arrangements.…”

Section: Translanguaging and Embodied Repertoriesmentioning

confidence: 99%

“…Starting from Arnaut's view (2016) that interaction is unregimented, messy and transversal and language is a 'distributed entity across people and places' (447), they use the terms attunement and alignment to describe the communication need to adapt to other people, language, objects, place, etc, in the process of grouping and arrangements. Comparing these two terms, however, Pennycook and Otsuji (2017) believe that attunement suggests a 'more varied adjustment' than alignment and hence captures better the ways of 'collaborating with, listening to, and granting authority to new kinds of voices' (Brigstocke and Noorani 2016, 1-2;cited in Pennycook and Otsuji 2017, 448). They frame these terms in the overall picture of 'semiotic assemblage' where the 'ad hoc' and 'momentary' grouping and arrangements of many kinds of materials and semiotic activities intersect at a given place and time.…”

Section: Translanguaging and Embodied Repertoriesmentioning

confidence: 99%

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Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London

Hua

Wei

Jankowicz-Pytel

2019

International Journal of Bilingual Education and Bilingualism

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The purpose of this article is to explore the role of embodied repertories in teaching and learning in a multi-ethnic karate club in East London and its implications for language teaching and learning. We do so through the lens of translanguaging and apply the concept of translanguaging space where diverse semiotic systems are integrated and orchestrated. Through a close examination of how teaching and learning takes place in the karate club, we argue that embodied repertories are central to interactions and pedagogy. The coach manages and instructs the class through orchestration of embodied repertories and verbal instructions. Learning Japanese karate terms becomes part of embodied performance, repeated, copied and polished along with drilling of physical moves, whilst the other available linguistic repertories, Polish and English, become languages of discipline, explanation, elaboration or reinforcement. Such translanguaging practices serve the purpose of the karate club envisaged by the coach and become an effective way of communication amongst the participants from diverse linguistic backgrounds. The notion of translanguaging, in particular, the idea of orchestration, helps to highlight the multiplexity of resources in embodied teaching and learning and overcomes the monolingual and the lingual biases. ARTICLE HISTORY

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Section: Translanguaging and Embodied Repertoriesmentioning

confidence: 99%

Section: Translanguaging and Embodied Repertoriesmentioning

confidence: 99%

Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London

Hua

Wei

Jankowicz-Pytel

2019

International Journal of Bilingual Education and Bilingualism

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“…Rather than the predominant linguistic and sociolinguistic approach to seek regularities, underlying principles, genres, registers and concatenations of identifiable structures, this is a call to see the complexity of the moment. Similarly, a focus on semiotic assemblages has aimed to combine the complexity of ‘ad hoc groupings of diverse elements, of vibrant materials of all sorts’ (Bennett, 2010, p. 23) with a focus on how semiotic resources, artefacts and places are assembled in particular moments (Pennycook, 2017; Pennycook & Otsuji, 2017).…”

Section: Assemblages and Entanglementsmentioning

confidence: 99%

Translingual entanglements of English

Pennycook

2020

World Englishes

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Arguing that the social semiotic trajectory of translingual approaches -transcending what is generally seen as language -is equally, if not more, important than translingual approaches that seek to transcend divisions between named languages, this paper takes up the idea of entanglements of English as a way to understand the multiple ways English is connected to, and part of, the material world. World Englishes can usefully focus not just on the translingual relations among English and other languages but also among Englishes and other entanglements. A backstreet sign for an English school in the Philippines suggests an assemblage of cheap English, sexual desire, neoliberal goals, domestic workers, multilingual repertoires, Korean English frenzy, American colonialism, brownouts, call centres, racial hierarchies, global inequality, unequal resources, researcher subjectivity and tangled wires. Developing the ideas of assemblages and entanglements, this paper argues that new approaches to materiality and the interconnectedness of things can take us forward in a search for alternative ways of thinking about the distribution of unequal linguistic resources.

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“…There is currently a broad move afoot to reconfigure what counts as language and how social, spatial and material worlds interact. Hence conjunctural analysis (Varis, 2017), entanglements (Toohey et al 2015;Kerfoot & Hyltenstam, 2017) or assemblages (Canagarajah, 2018;Pennycook, 2017;Pennycook & Otsuji, 2017) have been taken up to account for the interrelationships among multiple forms of semiosis. The notion of assemblages as "ad hoc groupings of diverse elements, of vibrant materials of all sorts" (Bennett, 2010, p. 23) allows for an understanding of how different trajectories of people, semiotic resources and objects meet at particular moments and places.…”

Section: Conclusion: Refreshing Epistemological Repertoiresmentioning

confidence: 99%

Applied linguistics as epistemic assemblage

Pennycook

2018

AILA

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Any discussion of transdisciplinary applied linguistics needs to engage with three central questions. First, while interdisciplinarity may allow for disciplines to stay in place and engage with each other, transdisciplinarity implies a space beyond or above disciplines. As a result, we have to consider whether applied linguistics is seen as a discipline (in which case it is not transdisciplinary) or whether it is seen as a transdisciplinary field of study (in which case it is not a discipline). Second, while applied linguists may engage with work from other fields -sociology, geography, philosophy, cognitive science are common examples -this does not necessarily mean that we engage with those fields as disciplines. Rather, the engagement with such work is often on the basis that relevant thinkers are engaging themselves with broader epistemic shifts. Such work may therefore be seen as having to do with epistemes rather than disciplines. Third, a focus on transdisciplinarity obscures broader concerns about unequal relations of knowledge production, particularly between North and South. If applied linguistics is to become a responsible field of work, it needs to engage with southern epistemologies. In order to do so, applied linguistic practices can be more usefully understood as temporary assemblages of thought and action that come together at particular moments when language-related concerns need to be addressed. This flexible account helps us see how applied linguistic practices are assemblages of different language-oriented projects, epistemes and matters of concern.

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Fish, phone cards and semiotic assemblages in two Bangladeshi shops in Sydney and Tokyo

Cited by 52 publications

References 28 publications

Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London

Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London

Translingual entanglements of English

Applied linguistics as epistemic assemblage

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