Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-25T17:54:05.503Z Has data issue: false hasContentIssue false
Series:   Elements in Intercultural Communication

Translingual Discrimination

Published online by Cambridge University Press:  02 November 2022

Sender Dovchin
Sender Dovchin
Affiliation:
Curtin University

Summary

Moving beyond two main concepts of 'interlingual' and 'intralingual' discrimination, this Cambridge Element addresses the concept of 'translingual discrimination', which refers to inequality based on transnational migrants' specific linguistic and communicative repertoires that are (il)legitimized by the national order of things. Translingual discrimination adds intensity to transnational processes, with transnational migrants showing two main characteristics of exclusion - 'translingual name discrimination' and its associated elements such as 'name stigma' and 'name microaggression'; and 'translingual English discrimination' and its elements such as 'accentism', 'stereotyping' and 'hallucination'. The accumulation of these characteristics of translingual discrimination causes negative emotionality in its victims, including 'foreign language anxiety' and 'translingual inferiority complexes'. Consequently, transnational migrants adopt coping strategies such as 'CV whitening', 'renaming practices', 'purification', and 'ethnic evasion' while searching for translingual safe spaces. The Element concludes with the social and pedagogical implications of translingual discrimination in relation to transnational migrants.
Get access

Keywords

translingualismdiscriminationEnglishmigrantstransnationalism
Type
Element
Information
Series: Elements in Intercultural Communication
Online ISBN: 9781009209748
Publisher: Cambridge University Press
Print publication: 01 December 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aichhorn, N., & Puck, J. (2017). “I just don’t feel comfortable speaking English”: Foreign language anxiety as a catalyst for spoken-language barriers in MNCs. International Business Review, 26(4), 749–63. https://doi.org/10.1016/j.ibusrev.2017.01.004.Google Scholar
Allasino, E., Reyneri, E., Venturini, A., & Zincone, G. (2004). Labour market discrimination against migrant workers in Italy. International Labour Organization.Google Scholar
Appadurai, A. (1997). Modernity at large: Cultural dimensions of globalization. University of Minnesota Press.Google Scholar
Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts and goals in intercultural communication. De Gruyter Mouton.CrossRefGoogle Scholar
Baker, W., & Fang, F. (2021). “So maybe I’m a global citizen”: Developing intercultural citizenship in English medium education. Language, Culture and Curriculum, 34(1), 1–17. https://doi.org/10.1080/07908318.2020.1748045.Google Scholar
Barrett, T. (2019). Transgrammaring bilinguals and “ordinary” English in Japanese ethnic churchscapes. In Barrett, T. A. & Dovchin, S. (Eds.), Critical inquiries in the sociolinguistics of globalization (pp. 119–46). Multilingual Matters.Google Scholar
Barrett, T. (2020). A sociolinguistic view of a Japanese ethnic church community. Routledge.CrossRefGoogle Scholar
Bhabha, H. K. (1994). The location of culture. Routledge.Google Scholar
Bhatia, T. K. (2018). Accent, intelligibility, mental health, and trauma. World Englishes, 37(3), 421–31.Google Scholar
Block, D. (2013). Social class in applied linguistics. Routledge.CrossRefGoogle Scholar
Blommaert, J. (2001a). The Asmara Declaration as a sociolinguistic problem: Reflections on scholarship and linguistic rights. Journal of Sociolinguistics, 5(1), 131–42.CrossRefGoogle Scholar
Blommaert, J. (2001b). Review. Linguistic genocide in education – or worldwide diversity and human rights? T Skutnabb-Kangas. Applied Linguistics, 22(4), 539–41.Google Scholar
Blommaert, J. (2009). A market of accents. Language Policy, 8(3), 243–59.Google Scholar
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press.CrossRefGoogle Scholar
Blommaert, J., & Dong, J. (2010). Ethnographic fieldwork: A beginner’s guide. Multilingual Matters.Google Scholar
Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 1–22.Google Scholar
Bradley, J., Moore, E., Simpson, J., & Atkinson, L. (2018). Translanguaging space and creative activity: Theorising collaborative arts-based learning. Language and Intercultural Communication, 18(1), 54–73.Google Scholar
Brown, F. L., Mishra, T., Frounfelker, R. L., et al. (2019). “Hiding their troubles”: A qualitative exploration of suicide in Bhutanese refugees in the USA. Global Mental Health, 6. https://doi.org/10.1017/gmh.2018.34.Google Scholar
Busetta, G., Campolo, M. G., & Panarello, D. (2018). Immigrants and Italian labor market: Statistical or taste-based discrimination? Genus, 74(4), 1–20. https://doi.org/10.1186/s41118-018-0030-1.Google Scholar
Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.Google Scholar
Canagarajah, S. (2017). Translingual practices and neoliberal policies: Attitudes and strategies of African skilled migrants in anglophone workplaces. Springer.Google Scholar
Canagarajah, S. (2018). Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations. Applied Linguistics, 39(1), 31–54.Google Scholar
Canagarajah, S., & Dovchin, S. (2019). The everyday politics of translingualism as a resistant practice. International Journal of Multilingualism, 16(2), 127–44.CrossRefGoogle Scholar
Cho, G., Shin, F., & Krashen, S. (2004). What do we know about heritage languages? What do we need to know about them? Multicultural Education, 11(4), 23–6.Google Scholar
Clément, R., & Gardner, R. (2001). Second language mastery. In Robinson, W. P. & Giles, H. (Eds.), The new handbook of language and social psychology (pp. 489–504). Wiley.Google Scholar
Coates, K., & Carr, S. C. (2005). Skilled immigrants and selection bias: A theory-based field study from New Zealand. International Journal of Intercultural Relations, 29(5), 577–99.CrossRefGoogle Scholar
Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. Sage.CrossRefGoogle Scholar
Corona, V., & Block, D. (2020). Raciolinguistic micro-aggressions in the school stories of immigrant adolescents in Barcelona: A challenge to the notion of Spanish exceptionalism? International Journal of Bilingual Education and Bilingualism, 23(7), 778–88.Google Scholar
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–15.Google Scholar
Creese, G., & Kambere, E. N. (2003). What colour is your English? Canadian Review of Sociology/Revue Canadienne de Sociologie, 40(5), 565–73.Google Scholar
Darvin, R., & Norton, B. (2014). Social class, identity, and migrant students. Journal of Language, Identity & Education, 13(2), 111–17.Google Scholar
Daubney, M., Dewaele, J.-M., & Gkonou, C. (2017). Introduction. In Gkonou, C., Daubney, M., & Dewaele, J.-M. (Eds.), New insights into language anxiety: Theory, research and educational implications (pp.1–11). Multilingual Matters.Google Scholar
De Costa, P. I. (2020). Linguistic racism: Its negative effects and why we need to contest it. International Journal of Bilingual Education and Bilingualism, 23(7), 833–7.Google Scholar
De Klerk, V., & Bosch, B. (1995). Linguistic stereotypes: Nice accent – nice person? International Journal of the Sociology of Language, 116(1), 17–38.Google Scholar
Dewilde, J., & Creese, A. (2016). Discursive shadowing in linguistic ethnography. Situated practices and circulating discourses in multilingual schools. Anthropology & Education Quarterly, 47(3), 329–39.CrossRefGoogle Scholar
Diao, W. (2014). Between ethnic and English names: Name choice for transnational Chinese students in a US academic community. Journal of International Students, 4(3),205–22.Google Scholar
Dick, C. (2011). The perils of identity: Group rights and the politics of intragroup difference. University of British Columbia Press.Google Scholar
Dobinson, T., & Mercieca, P. (2020). Seeing things as they are, not just as we are: Investigating linguistic racism on an Australian university campus. International Journal of Bilingual Education and Bilingualism, 23(7), 789–803.CrossRefGoogle Scholar
Dovchin, S. (2018). Language, media and globalization in the periphery: The linguascapes of popular music in Mongolia. Routledge.CrossRefGoogle Scholar
Dovchin, S. (2019a). Language crossing and linguistic racism: Mongolian immigrant women in Australia. Journal of Multicultural Discourses, 14(4), 334–51. https://doi.org/10.1080/17447143.2019.1566345.Google Scholar
Dovchin, S. (2019b). The politics of injustice in translingualism: Linguistic discrimination. In Barrett, T. A. & Dovchin, S. (Eds.), Critical inquiries in the studies of sociolinguistics of globalization (pp. 84–101). Multilingual Matters.Google Scholar
Dovchin, S. (2020a). Introduction to special issue: Linguistic racism. International Journal of Bilingual Education and Bilingualism, 23(7), 773–5.Google Scholar
Dovchin, S. (2020b). The psychological damages of linguistic racism and international students in Australia. International Journal of Bilingual Education and Bilingualism, 23(7), 804–15.Google Scholar
Dovchin, S. (2021). Translanguaging, emotionality, and English as a second language immigrants: Mongolian background women in Australia. TESOL Quarterly, 55(3), 839–65.Google Scholar
Dovchin, S., & Dryden, S. (2022). Translingual discrimination: Skilled transnational migrants in the labour market of Australia. Applied Linguistics, 43(2), 365–88.Google Scholar
Dovchin, S., & Dryden, S. (2022). Unequal English accents, covert accentism and EAL migrants in Australia. International Journal of the Sociology of Language, 2022(277), 33–46.Google Scholar
Dovchin, S., Pennycook, A., & Sultana, S. (2017). Popular culture, voice and linguistic diversity: Young adults on- and offline. Springer.Google Scholar
Dovchin, S., Sultana, S., & Pennycook, A. (2016). Unequal translingual Englishes in the Asian peripheries. Asian Englishes, 18(2), 92–108.Google Scholar
Dryden, S., & Dovchin, S. (2021). Accentism: English LX users of migrant background in Australia. Journal of Multilingual and Multicultural Development, 1–13. https://doi.org/10.1080/01434632.2021.1980573.Google Scholar
Dryden, S., Tankosić, A., & Dovchin, S. (2021). Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia. System, 101, 102593.Google Scholar
Edo, A., Jacquemet, N., & Yannelis, C. (2019). Language skills and homophilous hiring discrimination: Evidence from gender and racially differentiated applications. Review of Economics of the Household, 17(1), 349–76.Google Scholar
Fang, F. (2020). Re-positioning accent attitude in the global Englishes paradigm: A critical phenomenological case study in the Chinese context. Routledge.Google Scholar
Fang, F., & Liu, Y. (2020). “Using all English is not always meaningful”: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 102959. https://doi.org/10.1016/j.lingua.2020.102959.Google Scholar
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–71.Google Scholar
Foo, A. L., & Tan, Y. Y. (2019). Linguistic insecurity and the linguistic ownership of English among Singaporean Chinese. World Englishes, 38(4), 606–29.Google Scholar
Fortuna, L. R., Álvarez, K., Ortiz, Z. R., et al. (2016). Mental health, migration stressors and suicidal ideation among Latino immigrants in Spain and the United States. European Psychiatry, 36, 15–22.Google Scholar
Foucault, M. (1988). Technologies of the self. In Martin, L. H., Gutman, H., & Hutton, P. H., (Eds.), Technologies of the self (pp. 16–49). The University of Massachusetts Press.Google Scholar
Fought, C. (2006). Language and ethnicity. Cambridge University Press.Google Scholar
Fox, S., & Stallworth, L. E. (2005). Racial/ethnic bullying: Exploring links between bullying and racism in the US workplace. Journal of Vocational Behavior, 66(3), 438–56.CrossRefGoogle Scholar
García, O., & Kleyn, T. (2016). A translanguaging education policy: Disruptions and creating spaces of possibility. In García, O. & Kleyn, T. (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 181–201). Routledge.Google Scholar
García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity and Education, 16(4), 245–55. https://doi.org/10.1080/15348458.2017.1329016.Google Scholar
Gkonou, C., Dewaele, J.-M., & King, J. (Eds.) (2020). The emotional rollercoaster of language teaching. Multilingual Matters.Google Scholar
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Simon and Schuster.Google Scholar
Hamer, S. (2021). Colour blind: Investigating the racial bias of virtual reference services in English academic libraries. The Journal of Academic Librarianship, 47(5), 102416.Google Scholar
Hanish, L. D., & Guerra, N. G. (2000). The roles of ethnicity and school context in predicting children’s victimization by peers. American Journal of Community Psychology, 28(2), 201–23. https://doi.org/10.1023/A:1005187201519.Google Scholar
Harpalani, V. (2017). “Safe spaces” and the educational benefits of diversity. Duke Journal of Constitutional Law and Public Policy, 13(1), 117–66.Google Scholar
Harzing, A. W., & Feely, A. J. (2008). The language barrier and its implications for HQ-subsidiary relationships. Cross Cultural Management: International Journal, 15(1), 49–61. https://doi.org/10.1108/13527600810848827.Google Scholar
Hawkins, M. R., & Mori, J. (2018). Considering “trans-” perspectives in language theories and practices. Applied Linguistics, 39(1), 1–8.CrossRefGoogle Scholar
Heller, M., & McElhinny, B. (2017). Language, capitalism, colonialism: Toward a critical history. University of Toronto Press.Google Scholar
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–32.Google Scholar
Hsu, F. (2020). The “native English speaker” as Indigenous replacement: California English learner classification policies and settler grammar expressions of immigrant nationhood. Educational Studies, 56(3), 233–47.Google Scholar
Izadi, D. (2020). The spatial and temporal dimensions of interactions. Springer.Google Scholar
Jacquemet, M. (2013). Transidioma and asylum: Gumperz’s legacy in intercultural institutional talk. Journal of Linguistic Anthropology, 23(3), 199–212.Google Scholar
Jamieson, A. (2018). Coronial investigation into the death of Zhikai Liu. Coroners Court of Victoria. https://bit.ly/3Sg5KEF.Google Scholar
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.Google Scholar
Jenkins, J., & Mauranen, A. (Eds) (2019). Linguistic diversity on the EMI campus: Insider accounts of the use of English and other languages in universities within Asia, Australasia, and Europe. Routledge.Google Scholar
Kang, S. K., DeCelles, K. A., Tilcsik, A., et al. (2016). Whitened résumés: Race and self-presentation in the labor market. Administrative Science Quarterly, 61(3), 469–502.Google Scholar
Kenchappanavar, R. N. (2012). Relationship between inferiority complex and frustration in adolescents. IOSR Journal of Humanities and Social Science, 2(2), 1–5.Google Scholar
Khvorostianov, N., & Remennick, L. (2017). “By helping others, we helped ourselves”: Volunteering and social integration of ex-Soviet immigrants in Israel. Voluntas, 28(1), 335–57.Google Scholar
Kiramba, L. K., & Harris, V. J. (2019). Navigating authoritative discourses in a multilingual classroom: Conversations with policy and practice. TESOL Quarterly, 53(2), 456–81. https://doi.org/10.1002/tesq.493.Google Scholar
Kohli, R., & Solórzano, D. G. (2012). Teachers, please learn our names!: Racial microaggressions and the K-12 classroom. Race Ethnicity and Education, 15(4), 441–62.Google Scholar
Kramsch, C. (2006). Preview article: The multilingual subject. International Journal of Applied Linguistics, 16(1), 97–110.Google Scholar
Kubota, R. (2015). Inequalities of Englishes, English speakers, and languages: A critical perspective on pluralist approaches to English. In Tupas, R. (Ed.), Unequal Englishes: The politics of Englishes today (pp. 21–42). Palgrave Macmillan.Google Scholar
Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50(1), 66–85.Google Scholar
Lahiri-Roy, R., Belford, N., & Sum, N. (2021). Transnational women academics of colour enacting “pedagogy of discomfort”: Positionality against a “pedagogy of rupture”. Pedagogy, Culture & Society, 1–19. https://doi.org/10.1080/14681366.2021.1900345.Google Scholar
Lang, N. W. (2019). Teachers’ translanguaging practices and “safe spaces” for adolescent newcomers: Toward alternative visions. Bilingual Research Journal, 42(1), 73–89. https://doi.org/10.1080/15235882.2018.1561550.Google Scholar
Lau, S. M. C., & Van Viegen, S. (Eds.) (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language in education. Springer.Google Scholar
Lee, J. W. (2017). The politics of translingualism: After Englishes. Routledge.Google Scholar
Lee, J. W. (2022). Locating translingualism. Cambridge University Press.Google Scholar
Lee, J. W., & Dovchin, S. (Eds.) (2019). Translinguistics: Negotiating innovation and ordinariness. Routledge.Google Scholar
Lee, R. J. (2017). Mistrustful and misunderstood: A review of paranoid personality disorder. Current Behavioral Neuroscience Reports, 4(2), 151–65.Google Scholar
Lee, S. J., Wong, N.-W. A., and Alvarez, A. N. (2009). The model minority and the perpetual foreigner: Stereotypes of Asian Americans. In Tewari, N. and Alvarez, A. N. (Eds.), Asian American psychology: Current perspectives (pp. 69–84). Routledge/Taylor & Francis Group.Google Scholar
Leng, H. (2005). Chinese cultural schema of education: Implications for communication between Chinese students and Australian educators. Issues in Educational Research, 15(1), 17–36.Google Scholar
Li, M., & Campbell, J. (2009). Accessing employment: Challenges faced by non-native English-speaking professional migrants. Asian and Pacific Migration Journal 18(3), 371–95.Google Scholar
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.Google Scholar
Li, W., & Zhu, H. (2019). Tranßcripting: Playful subversion with Chinese characters. International Journal of Multilingualism, 16(2), 145–61.Google Scholar
Li, W., Tsang, A., Wong, N., et al. (2020). Kongish daily: Researching translanguaging creativity and subversiveness. International Journal of Multilingualism, 17(3), 309–35.Google Scholar
Lippi-Green, R. (2011). English with an accent: Language, ideology and discrimination in the United States. Routledge.Google Scholar
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71–86. https://doi.org/10.1111/j.1540-4781.2008.00687.x.Google Scholar
Löfgren, O. (1989). The nationalization of culture. Ethnologia Europaea, 19(1), 5–24.Google Scholar
Lytra, V. (2008). Playful talk, learners’ play frames and the construction of identities. In Martin-Jones, M., de Mejia, A. M., & Hornberger, N. H. (Eds.), Encyclopedia of language and education, 2nd Edition, Volume 3: Discourse and education (pp. 185–97). Springer.Google Scholar
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305.Google Scholar
Makoni, S. B. (2012). Language and human rights discourses in Africa: Lessons from the African experience. Journal of Multicultural Discourses, 7(1), 1–20.Google Scholar
Makoni, S. B. (2014). Feminising linguistic human rights: Use of isihlonipho sabafazi in the courtroom and intra-group linguistic differences. Journal of Multicultural Discourses, 9(1), 27–43.Google Scholar
Malkki, L. H. (1995a). Refugees and exile: From “refugee studies” to the national order of things. Annual Review of Anthropology, 24(1), 495–523.Google Scholar
Malkki, L. H. (1995b). Purity and exile: Violence, memory, and national cosmology among Hutu refugees in Tanzania. University of Chicago Press.Google Scholar
Marzluf, P., & Saruul-Erdene, M. (2019). Mongolia: Language education policy. In Kirkpatrick, A. & Liddicoat, A. J. (Eds.), The Routledge international handbook of language education policy in Asia (pp. 137–50). Routledge.Google Scholar
McConachy, T. (2018). Developing intercultural perspectives on language use: Exploring pragmatics and culture in foreign language learning. Multilingual Matters.Google Scholar
McConachy, T., & Liddicoat, A. J. (2016). Meta-pragmatic awareness and intercultural competence: The role of reflection and interpretation in intercultural mediation. In Dervin, F. & Gross, Z. (Eds.), Intercultural competence in education: Alternative approaches for different times (pp. 13–30). Palgrave Macmillan.Google Scholar
Milroy, J., & Milroy, L. (2012). Authority in language: Investigating standard English. Routledge.Google Scholar
Munro, M. J., Derwing, T. M., & Sato, K. (2006). Salient accents, covert attitudes: Consciousness-raising for pre-service second language teachers. Prospect, 21(1), 67–79.Google Scholar
Mufwene, S. S. (2002). Colonisation, globalisation and the plight of “weak” languages. Journal of Linguistics, 38(2), 375–95.Google Scholar
Nelson, L. R., Signorella, M. L., and Botti, K. G. (2016). Accent, gender, and perceived competence. Hispanic Journal of Behavioral Sciences, 38(2), 166–85.Google Scholar
Ollerhead, S. (2019). Teaching across semiotic modes with multilingual learners: Translanguaging in an Australian classroom. Language and Education, 33(2), 106–22. https://doi.org/10.1080/09500782.2018.1516780.Google Scholar
Olson, R. (2020). Romeo and Juliet: A textbook edition of shakespeare’s play created by students, for students. Oregon State University.Google Scholar
Orellana, M., Ek, L., & Hernandez, A. (1999). Bilingual education in an immigrant community: Proposition 227 in California. International Journal of Bilingual Education and Bilingualism, 2(2), 114–30.Google Scholar
Oreopoulos, P. (2011). Why do skilled immigrants struggle in the labor market? A field experiment with thirteen thousand resumes. American Economic Journal: Economic Policy, 3(4), 148–71.Google Scholar
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307.Google Scholar
Palsson, G. (2014). Personal names. Science, Technology, & Human Values, 39(4), 618–30. https://doi.org/10.1177/0162243913516808.Google Scholar
Pan, L. (2015). English as a global language in China. Springer.Google Scholar
Pennycook, A. (2007). Global Englishes and transcultural flows. Routledge.Google Scholar
Pennycook, A. (2008). Translingual English. Australian Review of Applied Linguistics, 31(3), 301–9.Google Scholar
Pennycook, A. (2012). Language and mobility: Unexpected places. Multilingual Matters.CrossRefGoogle Scholar
Perera, N. (2020). “I’m kind of agnostic”: Belief discourse by second-generation migrants at the Tamil Saiva temple. Australian Review of Applied Linguistics, 44(3), 328–46.Google Scholar
Pérez-Milans, M. (2015). Language and identity in linguistic ethnography. In Preece, S. (Ed.), The Routledge handbook of language and identity (pp. 1–15). Routledge.Google Scholar
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.Google Scholar
Phillipson, R. (2010). Linguistic imperialism continued. Routledge.Google Scholar
Phillipson, R., & Skutnabb-Kangas, T. (1995). Linguistic rights and wrongs. Applied Linguistics, 16(4), 483–504.Google Scholar
Piller, I. (2016). Linguistic diversity and social justice: An introduction to applied sociolinguistics. Oxford University Press.Google Scholar
Ramjattan, V. A. (2020). Engineered accents: International teaching assistants and their microaggression learning in engineering departments. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1863353.Google Scholar
Ramjattan, V. A. (2022). Accenting racism in labour migration. Annual Review of Applied Linguistics, 42, 87–92. https://doi.org/10.1017/S0267190521000143.Google Scholar
Rampton, B., Charalambous, C., & Charalambous, P. (2019). Crossing of a different kind. Language in Society, 48(5), 629–55.Google Scholar
Riach, P. A., & Rich, J. (2002). Field experiments of discrimination in the market place. The Economics Journal, 112(483), F480–F518.Google Scholar
Rishel, T., & Miller, P. C. (2017). English learners and the risks of suicide. Journal of Thought, 51(3–4), 3–21.Google Scholar
Rodgers, R. F., Berry, R., & Franko, D. L. (2018). Eating disorders in ethnic minorities: An update. Current Psychiatry Reports, 20(10), 1–11.Google Scholar
Rosa, J. (2016). Standardization, racialization, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–83.Google Scholar
Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–47.Google Scholar
Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733–56.Google Scholar
Salhi, K. (2002). Critical imperatives of the French language in the francophone world: Colonial legacy–postcolonial policy. Current Issues in Language Planning, 3(3), 317–45.Google Scholar
Salonga, O. A. (2015). Performing gayness and English in an offshore call center industry. In Tupas, R. (Ed.), Unequal Englishes: The politics of Englishes today (pp. 130–45). Palgrave Macmillan.Google Scholar
Sayer, P. (2013). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63–88.Google Scholar
SBS. (2019). Coroner recommends more support for international students after 27 suicides in six years. https://bit.ly/3SBg0Hu.Google Scholar
Schreiber, B. R. (2015). “I am what I am”: Multilingual identity and digital translanguaging. Language Learning & Technology, 19(3), 69–87.Google Scholar
Seals, C. A., & Olsen-Reeder, V. I. (Eds.) (2019). Embracing multilingualism across educational contexts. Victoria University Press.Google Scholar
Shachaf, P., & Horowitz, S. (2006). Are virtual reference services colour blind? Library and Information Science Research, 28(4), 501–20.Google Scholar
Shah, A. (2017). Ethnography? Participant observation, a potentially revolutionary praxis. Hau: Journal of Ethnographic Theory, 7(1), 45–59.Google Scholar
Shaw, S., Copland, F., & Snell, J. (2015). An introduction to linguistic ethnography: Interdisciplinary explorations. In Snell, J., Shaw, S., & Copland, F. (Eds.), Linguistic ethnography: Interdisciplinary explorations (pp. 1–13). Palgrave Macmillan.Google Scholar
Skutnabb-Kangas, T. (2000). Linguistic genocide in education – or worldwide diversity and human rights. Lawrence Erlbaum.Google Scholar
Skutnabb-Kangas, T. (2015). Linguicism. In Gertz, G. & Boudreault, P. (Eds.), The encyclopedia of applied linguistics (pp. 1–6). Sage.Google Scholar
Stroud, C. (2001). African mother-tongue programmes and the politics of language: Linguistic citizenship versus linguistic human rights. Journal of Multilingual and Multicultural Development, 22(4), 339–55.Google Scholar
Sultana, S., Dovchin, S., & Pennycook, A. (2015). Transglossic language practices of young adults in Bangladesh and Mongolia. International Journal of Multilingualism, 12(1), 93–108.Google Scholar
Sussman, N. M., & Truong, N. (2011). Body image and eating disorders among immigrants. In Preedy, V., Watson, R., & Martin, C. (Eds.), Handbook of behavior, food and nutrition (pp. 3241–54). Springer.Google Scholar
Tai, K. W. H., & Li, W. (2021). Constructing playful talk through translanguaging in English medium instruction mathematics classrooms. Applied Linguistics, 42(4), 607–40. https://doi.org/10.1093/applin/amaa043.Google Scholar
Takeuchi, J. D. (2022). Code-switching as linguistic microaggression: L2-Japanese and speaker legitimacy. Multilingua. https://doi.org/10.1515/multi20210069.Google Scholar
Tankosić, A. (2020). Translingual identity: Perpetual foreigner stereotype of the Eastern-European immigrants in Australia. Australian Review of Applied Linguistics, 1–26. https://doi.org/10.1075/aral.20078.tan.Google Scholar
Tankosić, A., & Dovchin, S. (2021). (C)overt linguistic racism: Eastern-European background immigrant women in the Australian workplace. Ethnicities, 14687968211005104.Google Scholar
Tankosić, A., & Dovchin, S. (2022). Monglish in post‐communist Mongolia. World Englishes, 41(1), 38–53.Google Scholar
Tankosić, A., Dryden, S., & Dovchin, S. (2021). The link between linguistic subordination and linguistic inferiority complexes: English as a second language migrants in Australia. International Journal of Bilingualism, 25(6), 1782–98.Google Scholar
Tebaldi, C. (2020). “#JeSuisSirCornflakes”: Racialization and resemiotization in French nationalist Twitter. International Journal of the Sociology of Language, 2020(265), 9–32.Google Scholar
Tenzer, H., Pudelko, M., & Harzing, A. W. (2014). The impact of language barriers on trust formation in multinational teams. Journal of International Business Studies, 45(5), 508–35. https://doi.org/10.1057/jibs.2013.64.Google Scholar
Thompson, R. (2006). Bilingual, bicultural and binominal identities: Personal name investment, (bi)cultural identity negotiation and the imagination in the lives of first generation Korean-Americans. Journal of Language, Identity and Education, 5(3), 179–208.CrossRefGoogle Scholar
Tian, Z., Aghai, L., Sayer, P., et al. (Eds.) (2020). Envisioning TESOL through a translanguaging lens: Global perspectives. Springer.Google Scholar
Tomlinson, B. (Ed.) (2011). Materials development in language teaching. Cambridge University Press.Google Scholar
Tonin, M. (2018). Back talk. Library Journal, 143(1), 16–17.Google Scholar
Tóth, Z. (2010). Foreign language anxiety and the advanced language learner: A study of Hungarian students of English as a foreign language. Cambridge Scholars Publishing.Google Scholar
Tse, L. (1998). Ethnic identify formation and its implications for heritage language development. In Krashen, S., Tse, L., & McQuillan, J. (Eds.), Heritage language development (pp. 15–27). Language Education Associates.Google Scholar
Tupas, R., & Rubdy, R. (2015). Introduction: From world Englishes to unequal Englishes. In Tupas, R. (Ed.), Unequal Englishes (pp. 1–21). Palgrave Macmillan.Google Scholar
Wang, M. and Dovchin, S. (2022). Why should I not speak my own language (Chinese) in public in America?: Linguistic racism, symbolic violence, and resistance. TESOL Quarterly. https://doi.org/10.1002/tesq.3179.Google Scholar
Wee, L. (2005). Intra-language discrimination and linguistic human rights: The case of Singlish. Applied Linguistics, 26(1), 48–69.Google Scholar
Wee, L. (2011). Language without rights. Oxford University Press.Google Scholar
Zhang, Y. S. D., & Noels, K. A. (2022). ‘Call me “Katy” instead of “Yueyun”’: English names among Chinese international students in Canada. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2022.2098304.Google Scholar

Save element to Kindle

To save this element to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Translingual Discrimination
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Translingual Discrimination
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Translingual Discrimination
Available formats
×