The translingual perspective articulates the process where not only the boundaries of language(s) are crossed, but where the new meaning is co-constructed through communication. Distinctive from multilingualism which counts language(s) and requires a speaker the same proficiency as ‘the native’ of that language, translingualism supposes that the language repertoire of the person is composed of pieces of each language(s), and that language exists not inside one’s psyche but distributed throughout contexts as available resources. This article reviews two theories which made translingualism possible and provides some reflections on ‘(Korean) national language’ and ‘Korean language teaching’ accordingly. First, it deals with the mobility paradigm and related linguistic superdiversity that visualize the complexity of reality and language as it is and explore the interaction by focusing the mobility itself. Next, it suggests an ecological perspective that argues that language exists and can be examined only within the intertwined relationship with the environment surrounding it and covers some of the related terms such as semiotics and languaging. Upon this, I aimed to reveal that ‘Korean’ as a named language is a historical, ideological invention by showing there were myriad discourses over ‘Korean’ in the modern enlightenment period in relation to Chinese, and by analyzing that the term ‘borrowed word’ itself bears the monolingualism. At last, I concluded with some tentative suggestions for translingual Korean language teaching.
1. 서론
2. 횡단언어 논의의 배경
3. 횡단언어적 ‘한국어’에 대한 소고
4. 결론
참고 문헌
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