Translingualism

[4] While Kellman is simply among the first to use the term, the phenomena of translingualism may have emerged as a response to the Sapir-Whorf thesis of linguistic relativity.

[5] Supporters of this use of translingualism focus on the liminality of language systems over concepts like "Standard Written English" and unaccented speech.

[9] The term translingualism presents the notion of fluidity between languages, rather than adhering to the static categorizations of bilingualism, multilingualism, ambilingualism, and plurilingualism.

According to Tung-Chiou Huang, "Translingualism is a term from Steven G. Kellman (2000) and David Schwarzer et al. (2006), who see teaching an L2 as bridge building between languages that allow one to retain a unified mind and not be cloven into two for the sake of being multilingual.

"[5] Supporters of this use of translingualism focus on the fluidity of language systems, thoroughly eschewing concepts such as "Standard Written English" and unaccented speech.

[7][8][10][11][12][13] The paradigm of translingualism utilized in a classroom setting has not had much focus placed upon it, primarily due to its recent immergence into the SLA and ESL community.

[8] Canagarajah (2013),[8] for instance, identifies translinguals as speakers who demonstrate the ability to use their language(s) successfully across diverse norms and codes in response to specific contexts purposes.

[8] The "translingual fluency" of a writer is determined by their literary works' ability to engage and stimulate a geographically and demographically varied audience.

According to Cenoz and Gorter, there has been a worry for people in Europe learning English that their national language would not be used in a scientific and technical standpoint.

[17] According to several scholars, language teaching and testing practices can strive for improvement so that multilingualism is better represented over the usual dominance of the native speaker model (of English).

In the realm of translingual creativity Campbell also advocates for spaces of linguistic negotiation and a multimodal process (using several ways to communicate a message such as text, images, audio, etc.).