Abstract
This paper investigates the potential of conceptual divergences within and between languages for providing intellectual resources for theorizing. Specifically, it explores the role of multilingual researchers in using the possibilities of the plurality of intellectual cultures and languages they have access to for theorizing International Service Learning (ISL). In doing so, this investigation of conceptual divergence within/between languages shows how it is possible for multilingual researchers to extend their capabilities for theorizing; to bring forward possibilities for theorizing ISL in languages other than English; and to potentially bring new perspectives to a field of enquiry which lays claim to being “international”. The process of developing the capability for theorizing begins by exploring the divergence in languages of key concepts. In this instance, the analysis focuses on the English concept of “service learning” which is rendered in Tiếng Việt (i.e., Vietnamese language) as học tập phục vụ cộng đồng. The analysis of the conceptual divergence represented by these Tiếng Việt concepts opens up insights into ways of developing the capabilities that multilingual researchers have for theorizing. In effect, this paper contributes to the knowledge about the options multilingual researchers have for using their full linguistic repertoire for the purpose of theorizing. The study has significant implications for multilingual education, multilingual research and theorizing ISL in universities which privilege English-only monolingualism.
Highlights
The paper adds to cutting-edge research which is exploring the possibility that multilingualHigher Degree Researchers (HDRs) might develop their capabilities for theorizing through using their full linguistic repertoire
Internationalizing education, of which International Service Learning (ISL) is a significant part, has produced demographic changes in universities which operate only in English through a substantial increase in the presence of multilingual HDRs. Given that this multilingual presence is a function of the internationalization of education, this paper brings to the fore questions about the uses of multilingual HDRs’ full linguistic repertoire and the knowledge it provides access to for theorizing ISL
Understanding that service learning is a contested concept is useful for multilingual HDRs who are confronted with the challenge of finding ways to make familiar or taken-for-granted notions of service learning strange in order to make an original contribution to knowledge
Summary
Higher Degree Researchers (HDRs) might develop their capabilities for theorizing through using their full linguistic repertoire. This paper is based on Singh’s [1] ground-breaking and thought provoking post-monolingual research methodology. Based on Singh’s generative and highly productive research and intellectual leadership in post-monolingual education and research, this paper provides an account of the use English and Tiếng Việt (Vietnamese language) in research into. Tiếng Việt concepts and an associated image are explored for their potential value for developing the capabilities for theorizing ISL. It contributes to efforts to position multilingual HDRs’
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