Acceso usuarios
Canadá
The creative and dynamic practices that multilinguals perform with linguistic and non-linguistic features such as the body, movement, senses, and space have been documented as integral to their repertoire. Drawing on interdisciplinary literature, this article advances the concept of the repertoire through translanguaging drama as a pedagogical practice and examines the resources that can be volitionally mobilised through language learners’ perezhivanie, or the emotional, felt and lived through experience. Translanguaging drama was implemented in two English language programmes with adult learners in Canada. While these courses focused on improving English language skills, translanguaging drama was implemented to activate learners’ perezhivanie while using their repertoire, which not only facilitated communication in the English language but pushed for agency in using non-linguistic resources. I examine learners’ perezhivanie with a subset of data, which included observation notes and learner diary entries. In this article, I emphasize four main interrelated areas: (1) volition and empowerment, (2) meaning-making across languages, (3) embodiment of language – through voice modulation, facial expression, and body language–, and (4) language choice triggered by perezhivanie. Implications of the study for furthering the theorisation of language, language learning and the repertoire are discussed.
