Translanguaging sequel

Abstract

The paper examines the products of interlingual and intralingual translanguaging and qualitatively analyzes three origin-based lexical varieties in Japanese, wago (native Japanese words), kango (Sino-Japanese words), and gairaigo (foreign loanwords other than kango) in terms of how they have been complementing, competing against, or being in conflict with each other, how they engage word-formation processes as deep as morpheme-levels, and how they are perceived and manipulated by language users, including translators. This study shows that translanguaging has been practiced recursively and multi-directionally over a long period of time, yielding the phenomenon ‘translanguaging sequel’. The qualitative study of a Japanese translation of a Korean poem reveals a translator’s ideology-driven translanguaging practice that crosses not only interlingual but also intralingual boundaries, causing an international socio-political dispute. This study supports the view that translanguaging has been shaping and reshaping the norms of languages and language use. It also suggests the benefits of analyzing the products and traces of translanguaging in translated texts as well as the process of translanguaging during translation activities that can be promoted and implemented in language classrooms.

Synergic Concepts, Lexical Idiosyncrasies, and Lexical Complexities in Bilingual Students’ Translated Texts as Efforts to Resolve Conceptual Inequivalences

“…Linking L2 directly to concepts but encountering conceptual inequivalences between two languages may result in confusing word choice and awkward wording in the target language (Pavlenko 2009). The distinctive and far less normative characteristics in language usage of bilingual students are persistently demonstrated in bilingual students' L2 written products when they translate their ideas from L1 to L2 (Kim et al 2021;Martirosyan et al 2015;Sato 2021;Williams and Takaku 2011), reflecting their abilities to test out and navigate their language translation in a specific language context, using the linguistic repertoire shared by two languages. Consequently, it is natural that, compared with English-native monolingual writers, bilingual students need to spend more time on translating and deciding their word choices (Crossley and McNamara 2009;Manchón et al 2000;Singleton and O'Laoire 2004) and on sharpening their translation abilities to phrase thoughts in a more target-oriented and collocational manner (Hirvela and Du 2013;Hyltenstam 1998;Lasagabaster and Doiz 2003;Muncie 2002).…”

Book review: Lili Han, Zhisheng Edward Wen, and Alan James Runcieman, Interpreting as Translanguaging: Theory, Research, and Practice

“…In particular, “translanguaging” (García & Li, 2014; Li, 2011)—that is, the multi/translingual practice and processes which lead to the production of a hybridised and creative sourcing of all semiotic repertoires and resources—is argued to be having an impact on the conservative, monolingual framing of interlinguistic interactions. There are two recent volumes on the topic of translation and translanguaging: Baynham and Lee (2019) and Sato (2022), and a John Benjamins journal Translation and Translanguaging in Multilingual Contexts , which started in 2015. This Cambridge volume presents a novel focus within this growing disciplinary interest.…”