Abstract
This chapter examines a Korean multilingual student’s language ideology and the trajectory of her transnational identity negotiations in English classes through the lens of translingual practice. The ethnographic case study highlights how a multilingual student's literacy practices brought to the classrooms were both unrecognized and challenged along with the monolingual language ideology prevalent among her peers and teacher. The analysis reveals the student's successful and unsuccessful transnational negotiations across different courses she was taking. The chapter concludes by discussing implications for research on language learning and teaching as well as world Englishes.
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