Exploring Translanguaging and Identity among Jordanian Graduate Students in Ontario
Abstract
This study investigated the use of translanguaging strategies by Jordanian graduate students in Ontario, Canada, as a means of adjusting to the local language and culture. It further scrutinizes the influence of these practices on their identities. The study also probes into the potential opportunities and impediments that these students may encounter in higher educational establishments in Ontario.
Data collection was accomplished through semi-structured online interviews, which were subject to qualitative analysis to respond to the research queries. The analytical process was grounded in a theoretical framework combining sociocultural theory, critical literacy, and language ecology, thereby offering a profound understanding of Jordanian graduate students' experiences. The overarching aim of this study was to ascertain the prospective contribution of translanguaging practices in manifesting and articulating their identities.
The study's outcomes reveal that translanguaging practices are a commonplace occurrence across various facets of the participants' daily lives. Participants were found to utilize a multitude of translanguaging strategies, including code-switching, code-mixing, code-meshing, translation, and language crossing. While the participants take pride in their Jordanian, Islamic, and Arab identities, they simultaneously exhibit an ability to reshape and evolve these identities in response to the cultural nuances of Canada. Intriguingly, the research also uncovers a dichotomy in the participants' opinions regarding the usage of translanguaging within classroom settings.
This research encapsulates numerous themes relevant to translanguaging, such as imagined communities, language purity, hybrid identities, maintenance of cultural ties to their native country, and language learning. In addition, this study underscores the need for educators, policymakers, and students to consider integrating translanguaging methodologies into classroom practices and incorporating principles of critical literacy within the education system.