Art as a trigger for reflection in sociolinguistic migration research
Abstract
Research methods that are inspired by the arts have recently become subject to increasing attention for language researchers working in migration contexts. There are several examples that show how arts-based methods can be used in socially-engaged research in order to better understand language practices and ideologies. Drawing on a longitudinal study of lived experience of language use in Sweden, the present article demonstrates how language portraits and poetic transcriptions have the potential to generate alternative narratives and creative forms of representation. Moreover, the article illustrates how participatory action research can prompt migrants to reflect on their experiences and emotions together with others in the creation of drama performances. These kind of visual-, textual-, and performativerepresentations have a connotative force that invites the receiver to emotionally engage with migrants. Such representations can thus function as a trigger for reflection and enable people to react to un-equal sociolinguistic orders.
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Shuman, Amy (2015) Story Ownership and Entitlement. The Handbook of Narrative Analysis, (eds.) De Fina, Anna and Alexandra Georgakouplou. John Wiley & son. 38-55.
Spivak, Gayatri Chakravorty (1988) Can the subaltern speak? In Nelson, Cary and Lawrence Grossberg (eds.). Marxism and the Interpretation of Culture. Urbana: University of Illinois Press. 271-313.
Wang, Quingchun, Sara Coemans, Richard Sigesmund and Karin Hannes (2017) Art-based methods in socially engaged research practice: a classification framework. Art/Research International: A transdisciplinary Journal, vol 2(2): 7-39.
Wei, Li (2011) Moment Analysis and translanguaging space: Discursive constructionof identities by multilingual Chinese youth in Britain.Journal of Pragmatics43(5): 1222-1235.
Weisman, Heinz (2012) Penser entre les langues. Paris: Albin Michel.
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Armengaud, Françoise (2019) On Obliteration: An Interview with FrançoiseArmengaud concerning the Work of Sonso. In Emmanuel Levinas On Obliteration. THINK ART Series of the Institute for Critical Theory: Zurich University of the Arts and the Centre for Arts and Cultural theory: Zurich: Université de Zurich.
Barone, Tom and Eliot Eisner (2012)Arts based research. Thousand Oaks, CA: Sage.
Blackledge, Adrian, Angela Creese and Rachel Hu (2016) The structure of everyday narrative in a city market: An ethnopoetics approach. Journal of Sociolinguistics 20(5): 654-676.
Blommaert, Jan (2006)Ethnopoetics as functional reconstruction: Dell Hymes’ narrative view of the world. Functions of Language 13: 255-275.
Blommaert, Jan (2007) Applied Ethnopoetics. In Bamberg, Michal. (ed.) Narrative – State of the Art. Amsterdam: John Benjamins Publishing Company. 215-224.
Blommaert, Jan (2010) The sociolinguistics of globalization. Cambridge: Cambridge University
Press.
Bradley, Jessica and Louise Atkinson (2019) Translanguaging and bricolage: Meaning-making and collaborative ethnography in community arts. In Moore E., J. Bradley and J. Simpson (eds.). Translanguaging as transformation: The collaborative construction of new linguistic realities. Bristol: Mulitilingual Matters.
Bucholtz, Mary (2000) Politics of transcription. Journal of Pragmatics 32(10): 1439-1465.
Busch, Brigitta and Louise Reddemann (2013) Mehrsprachigkeit, Trauma und Resilienz. ZeitshriftfürPsychotraumatologie 11(3): 23–33.
Busch, Birgitta (2016) Methodology in biographical approaches in applied linguistics, Working Papers in Urban Language & Literacies 187
Busch, Birgitta (2017)Expanding the Notion of the Linguisticrepertoire: On the Concept of Spracherleben – The LivedExperience of Language, AppliedLinguistics 38(3): 340-358.
Busch, Birgitta (2018)The language portrait in multilingualism research: Theoretical and methodological considerations. Working Paper in Urban Languages & Literacies 236.
Cahnmann Taylor, Melisa (2017) Arts-Based Approaches to Inquiry in Language Education. In King, Kendall, Yi-Ju Lai and Stephen May (eds.) Research Method in Language and Education. Encyclopedia of Language and Education.Springer Link.
Carl Cederberg(2010) Resaying the human. Levinas beyond humanism and antihumanism. Södertörn: Södertörn Doctoral Dissertations.
Cohen, Richard (2016) Levinas on Art an Aestheticism: Getting “Reality and its Shadow” Right. Levinas Studis 11:149-194.
Glense, Corrine (1997) That rare feeling: Re-presenting research through poetic transcription. Qualitative Inquiry, 3(2): 202-221.
Dalziel, Fiona and Erika Piazzoli(2019) “It comes from you” Agency in adult asylum seekers’ language learning through Process Drama. Language Learning in Higher Education.
Duchêne, Alexandre and Monica Heller (2012)Language in late capitalism: Pride and profit. New York: Routledge.
Hofmeyr, Benda (2007) "Isn't Art an Activity that Gives Things a Face?" Levinas on the Power of Art.Image&Narrative 18.
Hymes, Dell (1981)"In Vain I Tried to Tell You": Essays in Native American Ethnopoetics. Philadelphia: University Press.
Hymes, Dell (2003) Now I Know Only So Far: Essays in Ethnopoetics. London: University of Nebraska Press.
Goffman, Erving (1967) Interaction rituals in face-to-face behavior. Chicago: Aldine.
Kohler Riessman, Catherine (2015) Entering the Hall of Mirrors. Reflexivity and Narrative Research. InThe Handbook of Narrative Analysis, (eds.) De Fina, Anna and Alexandra Georgakouplou. John Wiley & son. 219-238.
Kramsch, Claire (2009)The multilingual subject. Oxford University Press.
Krumm, Hans-Jürgen andEva-Maria Jenkins(2001)Kinder und ihtreSprachen – lebendigeMehrsprachigkeit: Sprachenportraitsgesammelt und kommentiert von Hans Jürgen Krumm.Wien: Eviva.
Lehtonen, Jussi and SariPöyhönen(2019)Documentary theatre as a platform for hope and social justice. In AnttilaE. and A. Suominen (eds.) Critical Articulations of Hope from the Margins of Arts Education. International Perspectives and Practices. London: Routledge. 31-44.
Levinas,Emmanuel (1987) Philosophy and the idea of Infinity. In Collected Philosophical Papers. Phaenomenologica(Collection H.L. van Breda, Centresd’Archives-Husserl) vol 100: 47-55. Dordrecht: Springer.
Levinas,Emmanuel (2004) Autrementqu’êtreouau-delà de l’essence. Paris: Le livre de Poche.
Leavy, Patricia (2019)Handbook of Arts-Based Research, New York, NY: Guilford Press.
Lindberg, Inger and Karin Sandwall (2017) Conflicting Agendas in Swedish Adult Second Language Education. In Kerfoot, C. and K. Hyltenstam, Entangled Discourses: South-NorthOrders of Visibility. (119-136). London: Routledge.
MalmbergLinnman, af, Maria. 2018. Program Home or About Love [HOME eller Om kärleken]:Acting for Change(www.tgvs.se).
Márquez Reiter, Rosina and Luisa Martín Rojo (2019) (eds.) Experiences of speakerhood: Migrant speakers’ battles for inclusion in traditionally monolingual and bilingual contexts. International Journal of the Sociology of Language 257.
Merleau-Ponty, Maurice (1945)Phénoménologie de la perception,Paris: Gallimard.
Mersch, Dieter (2019) Levinas the Ethics of the Arts: And Epilogue. In Emmanuel Levinas On Obliteration. THINK ART Series of the Institute for Critical Theory: Zurich University of the Arts and the Centre for Arts and Cultural theory: Zurich: Université de Zurich.
Savin-Baden, Maggi and Katherine Wimpenny(2014)A Practical Guite to Arts-related Research. Rotterdam: Sence Publishers.
Schewe, Manfred (2004) Theatre in Education. InHandbuchTheaterarbeit in sozialenFeldern/Handbook Theatre Work in Social Fields. Frankfurt: Brandes&Aspel.
Stroud, Christopher (2015) Linguistic citizenship as utopia. Multilingual Margins: A journal of multilingualism from the periphery 2(2).
TeaterInterAkt (http://teaterinteract.se).
Pavlenko, Aneta (2007) Autobiographic Narratives as Data in Applied Linguistics. Applied Linguistics28:2.
Pavlenko, Aneta (2012) Multilingualism and emotions. In Martin-Jones, M., A. Blackledge, and A. Creese (eds.)The Routledge Handbook of Multilingualism. Routledge. 454-469.
Pennycook, Alastiar (2004) Critical moments in TESOL praxicum. InNorton, B and K. Tooheyl (eds.)Critical Pedagogies and Language Learning. Cambridge: Cambridge University Press.
Piirto, Jane (2002) The question of quality and qualifications: Writing inferior poems as qualitative research. International Journal of Qualitative Studies in Education 15(4): 431-445.
Reason, Pieter and Hilary Bradbury (2008) The Sage Handbook of Action Research: Participative Inquiry and Practice. Sage, CA.
Richardson, Laurel (1992) The consequences of poetic representation. In Ellis, C. and M. G. Flaherty (eds.) Investigating subjectivity: Research on lived experience. Newbury Park, Ca: Sage. 125-137.
Ricœur, Paul (1983-1985) Temps et récit. Tome I-III, Paris: Seuil.
Ricœur, Paul (1990) Soi-mêmecomme un autre. Paris: Seuil.
Rotehnberg, Jerome and Dennis Tedlock (1970) Statement of Intention. Alcheringa.
Shuman, Amy (2015) Story Ownership and Entitlement. The Handbook of Narrative Analysis, (eds.) De Fina, Anna and Alexandra Georgakouplou. John Wiley & son. 38-55.
Spivak, Gayatri Chakravorty (1988) Can the subaltern speak? In Nelson, Cary and Lawrence Grossberg (eds.). Marxism and the Interpretation of Culture. Urbana: University of Illinois Press. 271-313.
Wang, Quingchun, Sara Coemans, Richard Sigesmund and Karin Hannes (2017) Art-based methods in socially engaged research practice: a classification framework. Art/Research International: A transdisciplinary Journal, vol 2(2): 7-39.
Wei, Li (2011) Moment Analysis and translanguaging space: Discursive constructionof identities by multilingual Chinese youth in Britain.Journal of Pragmatics43(5): 1222-1235.
Weisman, Heinz (2012) Penser entre les langues. Paris: Albin Michel.
Wodak, Ruth (2015) The politics of fear: What right-wing populist discourses mean. Los Angeles: Sage.
Pubblicato
2019-12-07
Sezione
Themes and perspectives
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