The connection between transcultural dispositions and translingual practices in academic writing

This article discusses how transculturalism and translingualism contribute to expanding epistemological landscapes in research on interculturality by analyzing the relationship between the two terms. While both translingualism and transculturalism respond to the increasing diversity, mobility, and hybridity in communication and identities, their relationship has not been studied, as scholars articulating either concept belong to different fields. We analyze a case of a multilingual student to demonstrate how his translingual writing practice was enabled by his dispositions deriving from his transcultural experience. In addition to demonstrating his rhetorical and linguistic sensitivity from his transcultural disposition, we also show that his writing creates a space for his peers and teacher to develop a broadened disposition to appreciate language diversity and creativity. We conclude the article by discussing future possibilities of a transcultural and translingual approach in studying interculturality to promote 'pluri-dialogic imaginations, globo-ethical positions and epistemological ecologies'.