Translingual Poetics: hybrid laboratories for foreign languages classrooms
DOI:
https://doi.org/10.11606/issn.2317-9651.i31p495-521Keywords:
Translingual Poetics, Literary laboratories, Multilingual contexts, Foreign languages teaching, Linguistic hybridityAbstract
This article narrates the emergence of translingual poetics as a force of dislocation within the foreign language classroom, based on a conceptual framework drawn from Anzaldúa (2016), Diegues (2007), and Bueno (2022). Rather than viewing languages as closed and fixed systems, this study embraces hybridity and poetic experimentation as a path to reinvent living dialogues in multilingual contexts. The research was developed through literary creation laboratories at the University of Cauca (Colombia) and the Federal University of Minas Gerais (Brazil), with students who spoke Spanish, French, English, and Portuguese. In these settings, the transit and mutation between linguistic repertoires enabled new ways of writing and inhabiting the borders of language. The multilingual texts produced in the laboratories opened epistemological, embodied, and affective spaces that may serve as a radical alternative within language classrooms in Latin American contexts.
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