Early translanguaging research primarily focused on educational settings, particularly classrooms. However, there has been a growing body of work extending translanguaging studies into various social contexts. This qualitative study aims to address the underexplored area of addressees’ roles in interpreting translanguaging discourse, focusing on Chinese multilinguals’ attitudes and interpretations of translanguaging practices in social settings, providing a more comprehensive view of how translanguaging functions in society.
Methodology:
This study conceptualises translanguaging as a practical theory of language. Data were collected through semi-structured interviews with six Chinese multilinguals. Thematic analysis was employed to identify and explore the participants’ attitudes and interpretation strategies towards translanguaging practices.
Data and analysis:
The interviews provided rich qualitative data, revealing how Chinese multilinguals engage with translanguaging in practices not limited to casual, daily life but intertwined with broader societal issues and cultural phenomena. Analysis focused on how participants draw on their multilingual and multimodal resources to make sense of translanguaging discourse across different social settings.
Findings:
The findings show that while addressees generally held negative to neutral views on translanguaging, their attitudes varied across specific contexts. The study highlights the agency of addressees in utilising diverse analysis strategies to interpret translanguaging practices effectively.
Originality:
This study bridges a significant gap in translanguaging research by shifting the focus from speakers to addressees, who play a crucial role in meaning-making within translanguaging discourse.
Significance:
By expanding the scope of translanguaging research beyond the classroom and into broader social settings, this study contributes to a more comprehensive understanding of how translanguaging operates within society. The study provides implications for theoretical advancements in the field, promotes social awareness of translanguaging dynamics and offers pedagogical guidance for educators to incorporate translanguaging strategies that align with students’ real-world language use.
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