Multilingual Researchers Engaging in Postmonolingual Theorising
ABSTRACT
The purpose of this study was to investigate potential pedagogies for extending Multilingual Higher Degree Researchers’ (MHDRs) capabilities for theorising by having them use their fulllinguistic repertoire. This longitudinal study(2008-2016) inpost-monolingual intercultural education has engaged 79 MHDRs, who in addition to speaking English also spoke Chinese, Hindi, Tamil or Vietnamese. A sample of 12 participants volunteered to engage projects informed by pedagogies of intellectual equality. The most significant findings reported in this paper are that MHDRs who have the will can develop their capabilities for theorising by (a) exploring conceptual divergences within/between languages; (b) using metaphors from multiple languages, and (c) using images that give expression to their intercultural intellect.
KEYWORDS
Identity, Education, Art and Culture