This book addresses translingual identities through an innovative
multimodal analysis of the language learning histories of a class
of advanced learners of English in Japan who grew up between two or
more languages. The author explores both the translingual
experiences of those in the classroom and how they use language and
gesture when describing their experiences to each other. This
approach uses three perspectives: it looks at the worlds and
identities the interviewees construct for themselves; at their
interpersonal communication; and at the way they frame their
experience. Finally, it offers some lessons based on the
observations of the class which reveal the values they share and
the key to their success as language learners. It will appeal to
applied linguistic and educational researchers, particularly those
with an interest in narrative approaches to exploring educational
contexts, as well as language educators and policy makers
interested in gaining a learner perspective on language learning.
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