In my personal narrative, “El Conductor Del Autobus Corte Superior” (“The Bus Driver Uppercut)”, I examined described how I andin addition to the other children on my bus tormented my multilingual, middle school bus driver while also examining how individuals reacted to multilingualism multilingualism and and essentially acted acted as barriers to its competenceproficiency (Ani 1). Using Canagarajah’s Translingual Practice as a lenselenss, the question arises how the monolingual orientation assumptions go on to limit translingual practice as a whole. These assumptions often cause people to avoid translingual practice and attempt to promote their own language if another language group interacts with them.I will first examine the assumptions of monolingual orientation, then examine why these assumptions limit polyglot dialog. Following, I will counter, Canagarajah’s notion that one language does not interfere with the learning and use of another language using my personal narrative examine as a guise of the monolingual orientation assumptions. In doing so, it can be determine that the monolingual assumptions greatly hinder translingual practice(a term he uses to describe the complex mixing, meshing, changing and flowing of language and communication) and can stop it from occurring. While coming to terms withIn Canagarajah’s first paragraph, Canagarajah describes the assumptions that constitutedescribes talks monolingual orientation for communication. Canagarajah states that “, “We believe that for communication to be efficient and successful we should employ a common language of shared norms. These norms typically come from the native speaker’s use of language. We also believe that languages have their own unique systems and should be kept free of mixing with other languages for meaningful communication.” (1 Canagarajah1). These assumptions are what contributes to our societal barriers that occur with multilingual barriers. Canagarajah is not wrong when the assays he states people make certain assumptions. In my essaycomposition, I will examine the assumptions made. Then the assumptions I made as aan childadolescent and how these assumptions contributed to my behavior. Finishing with how these assumptions are not only made by children but by adults and that they threaten translingual practice. As I came to terms with these assumptions, I determined that these were assumptions made by me as a child in my personal narrative. Forwarding these assumptions, I determine these were the reasons we I tormented the our English and Spanish speaking bus driverdriver (Ani 1). Later in the book, While Canagarajah states that these assumptions are indeed made he goes on to describe polyglot dialog. CanagarahCanagarajah states saysarticulates that the strategy of polyglot dialog (weaving in of different languages together) is prevalent and effective in global contact zoneszones (5). My narrative complicates the matter by describing what occurs outside those contact zones and why polyglot dialog may not always be effective, suggesting that the prevalence and effectiveness of polyglot dialog is limited through previously said assumptions (Ani 1). (1 CanagarMy narrative counters CanagarjahCanagarajah, when he saysproposes, “ Languages“Languages are not necessariltynecessarily at war with each other, and they complimentcomplement each other in communication. Therefore, we have to reconsider the dominant understanding that one language detrimentally “interferes” with the learning and use of another.” The influences of one language on the other can be creative, enabling, and offer possibilities for voice.” (1 Canagarajah6). My narrative counters this thoughstatement, by showing that there is awhile there isn’t a war between languages one language can detrimentally interfere with the learning and use of another. As was the case on the bus and in another example given in my narrative about my parent’s interactions in the United StatesStates (Ani 1).
Using Canagarajah as a lenses, the question arises how the monolingual orientation assumptions go on to limit translingual practice as a whole. These assumptions often cause people to avoid translingual practice and attempt to promote their own language if another language group interacts with them.
Ani, Chuks. Multilingualism. 2013. Web. 3 Oct 2013.
Canagarajah, Suresh. Translingual Practice. London: Routledge, 2013. Print.
You can only play the game after you finish reading the entire thing. Alright, I cant stop you either way, but It would be nice if you read it.