Resemiotisation from page to stage: translanguaging and the trajectory of a musilingual youth’s poem

Abstract

This article reports on part of an ethnographic research project undertaken over a period of 20 months in Leeds, UK, with a youth spoken word (YSW) poetry organisation. The research focused on the fluid practices in which the youth engage that span spoken, written, visual, gestural, digital, musical and spatial modes, and across times and places. Given its inherent fluidities, YSW is a particularly interesting practice for studying semiosis. Among other aspects, the research focused on the trajectories of poems written and performed by youth and the semiotic transformations they undergo across time and space. The article explores how resemiotisation sheds light on the complexities of the transformations that one particular poem undergoes as it travels. It focuses on a poem titled 'To Him', written and performed by a 17-year old poet. The main arguments put forward are that: 1) translanguaging is a more comprehensive term than others for describing how the poet engages her repertoire; 2) resemiotisation is both a lens for conceptualising translanguaging, and an indispensable analytical process in the case of the data studied for understanding the complexities of the poet's meaning-making practices. Looking beyond our own discipline and making use of musical annotation, we contend that focusing solely on spoken and written language, as is the case in much research on plurilingualism and translanguaging, would be insufficient to gauge the complexity of the meaning-making process undertaken by the young poet (e.g. Pennycook, 2017).

Foregrounding co-artistry in an aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning

“…According to these authors: "Affective scholarship has induced focus on how writing not merely seeks to transport lived affects from the field onto paper, but how it aims to evoke a sense of these affects in the reader." In some cases, we are also able to reconstruct part of what Kell (2009Kell ( , 2015 refers to as the trajectories of the poems (see also Bradley and Moore, 2018;Moore and Bradley, 2019), by identifying poetic resources, themes or ideas that travel across workshop activities.…”

Translanguaging in oral and written production in multilingualism: a systematic review

“…From a methodological perspective, five studies have followed ethnographic (qualitative) methods in this session (KANG et al, 2017;AXELROD;COLE, 2018;DURÁN, 2020a;KARLSSON et al, 2019a;MOORE;BRADLEY, 2020). Three have used qualitative approaches with a focus on The study showed that a translanguaging space supported and strengthened students' scientific meaning-making processes.…”

“…(AXELROD;COLE, 2018;KANG;SWANSON;BAULER, 2017;LEONET;CENOZ; GORTER, 2020a;MOORE;BRADLEY, 2020;OMIDIRE;AYOB, 2020).Furthermore, looking at research from TP focusing on written and oral production, five studies demonstrated the researchers used a range of writing tasks with peer interactions (COADY; MAKALELA; LOPEZ, 2019a; DURÁN, 2020b; HIDALGO; LÁZARO-IBARROLA, 2020b; KARLSSON; NYGÅRD LARSSON; JAKOBSSON, 2019b; MARTIN-BELTRÁN; CHEN; GUZMAN, 2018). Additionally, it is noteworthy that those studies have been developed not just in language classes in bilingual education but also in diverse educational and theoretical contexts such as Content and Language Integrated Learning (CLIL) (PARRA; PROCTOR, 2021b; Xabier; LASAGABASTER, 2019b), task repetition (HIDALGO; LÁZARO-IBARROLA, 2020b), Science classes…”

The Languages That Started to Flourish in Our Childhood, Developed over Time into Beautiful Blooming Meadows

“…In Emilee's recent work (e.g. Moore & Bradley, 2020), part of the Translation and Translanguaging: Investigating Linguistic and Cultural Transformations in Superdiverse Wards in Four UK Cities (TLANG) project, she has also used the notion of translanguaging as a way to talk about multimodality, or communicative resources beyond spoken and written language. In our work as researchers and teacher educators, and also as mothers and grandmother, we have been witness to how people, and children and young people in particular, communicate both through and beyond spoken and written codes, to incorporate semiotic resources that are not strictly linguistic: gesture, ways of dressing, references to mass media, dance moves, etc.…”