Browsing by Autor "Alex Josef Kasula"

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Developing a multilingual literary magazine in an English-only policy environment
(Editora da Pontifícia Universidade Católica do Rio Grande do Sul (EDIPUCRS), 2017) Alex Josef Kasula
The following article discusses the development and outcomes of a multilingual literary magazine, Olowalu Review, within an English-only policy in the United States. First, there is a review of current literature surrounding the ideas of monolingual policies in the US (the context of the article) and current research of the theory of translanguaging for multilinguals and its practice thus far in English language learning classrooms (ELL). The article elaborates on the analysis of translanguaging from Kasula (2016) and how this analysis helps to promote multilingualism. Next, there is a discussion on the achievement of the initial objectives of Olowalu Review, and how this acted as a first potential step in creating a translanguaging space for multilinguals to express themselves and making change towards a more multilingual language policy.
Olowalu Review: Developing identity through translanguaging in a multilingual literary magazine
(District University of Bogotá, 2016) Alex Josef Kasula
With the current trends in our globalized society, there is a clear increase in multilinguals rise; however, the understanding of multilingual identity and policy towards education stays relatively the same. Recent investigation in multilingualism in the US has shed light on the positive impacts of alternating policy in language education with regard to a greater understanding in how translanguaging and identity impact the language learner and language learning policies (Garcia & Wei, 2013). The following article describes the development of an online multilingual literary magazine, Olowalu Review, that aimed to provide English language learners in an English-only language policy a space to translanguage. Thus, having the opportunity to develop and express their multilingual identities. Goals and the development of the magazine are described in terms relating to current multilingual theory. While the outcomes and findings reveal how Olowalu Review enabled multilinguals to foster and exercise multilingual identities and skills, raise multilingual awareness, and act as an important multilingual artifact through an analysis of written submissions and interviews with authors. Pedagogical implications are discussed to empower language teachers, learners, or artists to develop the same or similar project for their own local, national, or global community.