Linguistic Creativity and Criticality in the Periphery: Examining offline and Online Linguistic Practices in Institutional Settings

Linguistic Creativity and Criticality in the Periphery: Examining offline and Online Linguistic Practices in Institutional Settings

Linguistic Creativity and Criticality in the Periphery: Examining offline and Online Linguistic Practices in Institutional Settings (20353)

Bolormaa Shinjee ¹ ² , Lkhagvasuren Urgamal ²

School of Education, Curtin University, Perth, WA, Australia
National University of Mongolia, Ulaanbaatar, Mongolia

Linguistic diversity in post-Socialist Mongolia has emerged as a contentious issue following its transition to democracy in 1990. It has become increasingly common to observe the blending and mixing of linguistic diversity, the adoption of loan translations and calques, as well as phonetic and grammatical changes in the post-Socialist Mongolian context (Dovchin, 2018). The proposed presentation examines the role of English in both online and offline linguistic practices within institutional settings in post-Socialist Mongolia, where English and other languages have undergone a process of relocalization, finding new contexts within Mongolian society and linguistics (Shinjee & Dovchin, 2023). Our argument centers on the necessity of evaluating the contemporary linguistic diversity landscape by delving into the linguistic practices of students and proposing updates to Mongolia's foreign language policy. We base our research on semi-structured interviews conducted with National University (NUM) students, focusing on the concept of 'linguistic relocalization' (Pennycook, 2010), where the domestic context is reconfigured to create new meanings within the local setting (Blommaert, 2010; Canagarajah, 2012). Our primary focus is on how language shapes the contexts in which it is used and becomes an integral part of actions (Dovchin et al., 2015). Our investigation aims to uncover how students in post-Socialist Mongolia employ English and other languages within both online and offline institutional settings. We seek to understand the activities associated with English and other additional languages, and, more importantly, what these languages signify to language users within the post-Socialist context of Mongolia. To achieve these objectives, we employ diverse research methods, including focus group interviews, observations, and analyses of online and offline contexts.

Authors contributing to this abstract.

Shinjee, B

Bolormaa Shinjee is a Ph.D. candidate and a research assistant at the School of Education, Curtin University. Simultaneously, she holds a position as a sessional academic at Murdoch University. Before taking on her current roles, Bolormaa worked as a senior lecturer at the National University of Mongolia for 15 years, and she also taught English as an additional language in Japan. She is an alumna of the Australia Awards Program, having earned her master’s degree in TESOL from Flinders University, Australia. Additionally, she is a recipient of the Curtin Strategic Scholarship, and she has co-authored papers in international peer-reviewed journals on the topics of translanguaging, linguistic ideologies, and language assessment. Her primary research interests encompass the linguistic experiences of EFL learners in both offline and online settings, with a specific focus on topics related to linguistic discrimination and translanguaging. Bolormaa Shinjee is a Ph.D. candidate and a research assistant at the School of Education, Curtin University. Simultaneously, she holds a position as a sessional academic at Murdoch University. Before taking on her current roles, Bolormaa worked as a senior lecturer at the National University of Mongolia for 15 years, and she also taught English as an additional language in Japan. She is an alumna of the Australia Awards Program, having earned her master’s degree in TESOL from Flinders University, Australia. Additionally, she is a recipient of the Curtin Strategic Scholarship, and she has co-authored papers in international peer-reviewed journals on the topics of translanguaging, linguistic ideologies, and language assessment. Her primary research interests encompass the linguistic experiences of EFL learners in both offline and online settings, with a specific focus on topics related to linguistic discrimination and translanguaging. Bolormaa Shinjee is a Ph.D. candidate and a research assistant at the School of Education, Curtin University. Simultaneously, she holds a position as a sessional academic at Murdoch University. Before taking on her current roles, Bolormaa worked as a senior lecturer at the National University of Mongolia for 15 years, and she also taught English as an additional language in Japan. She is an alumna of the Australia Awards Program, having earned her master’s degree in TESOL from Flinders University, Australia. Additionally, she is a recipient of the Curtin Strategic Scholarship, and she has co-authored papers in international peer-reviewed journals on the topics of translanguaging, linguistic ideologies, and language assessment. Her primary research interests encompass the linguistic experiences of EFL learners in both offline and online settings, with a specific focus on topics related to linguistic discrimination and translanguaging.

Linguistic Creativity and Criticality in the Periphery: Examining offline and Online Linguistic Practices in Institutional Settings (20353)

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Shinjee, B

Urgamal, L

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