A translanguaging perspective on multilingual identity construction of a native English teacher on a Chinese social media platform

• Zhang, Yunan ^[1] ; Jiang, Lianjiang ^[1]
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 22, Nº. 4, 2025, págs. 2314-2344
• Idioma: inglés
• DOI: 10.1080/14790718.2024.2425975
• Texto completo no disponible (Saber más ...)
• Resumen

  • Native English-Speaking Teachers (NESTs) have long been assumed as monolingual, and the translanguaging practices and multilingual identity construction of NESTs have been under-explored. This study investigates how NESTs construct multilingual identity in online English teaching videos through translanguaging. Focusing on one NEST on a popular Chinese social media platform, a combination of multimodal video analysis and qualitative content analysis was conducted. The findings reveal that the NEST breaks linguistic barriers, incorporating gestures, body movements, signs, languages, and different speaking styles to share her experiences, evaluations, and emotions about language and language learning and teaching. These translanguaging practices empowered her to traverse the boundaries of distinctive L1 and L2 identities and develop multiple multilingual identities: an experienced English teacher with Chinese as an additional language, a foreigner valuing English language learning in China, and a passionate English speaker proud of learning Chinese. Findings reveal that translanguaging affords the NEST to construct trans-lingual, trans-cultural, and trans-national identities, while such multilingual identity construction is interwoven with her NEST identity. These findings call for a need to shift from viewing NESTs as monolingual models to multilinguals with translanguaging competences and reflect that nativeness and nonnativeness are not exclusive categories but mutually constitutive subjectivities.

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