Linguistic incompetence: Giving an account of researching multilingually

Alison Phipps

doi:10.1111/ijal.12042

Abstract

This paper considers the place of linguistic competence and incompetence in the context of researching multilingually. It offers a critique of the concept of competence and explores the performative dimensions of multilingual research and its narration, through the philosophy of Judith Butler, and in particular her study Giving an account of oneself. It explores aspects of risk, justice, narrative limit and a morality of multilingualism in emergent multilingual research frameworks. These theoretical dimensions are explored through consideration of ‘linguistically incompetent’ ethnographic work with refugees and asylum seekers, in contexts of hospitality and in life long learning research in the Gaza Strip, and of early attempts to learn new languages. The paper offers a prospect of a relational approach to researching multilingually and affirms the vulnerability at the heart of linguistic hospitality.

Highlights

I studied French and German at Durham University and my PhD was undertaken at the University of Sheffield and University of Tübingen involving research in German and fieldwork in the Swabian dialect
My multilingual research takes place in settings which are often marked by extremes; in detention centres, campaign offices, reporting centres for UKBA and during diasporic celebrations and holidays, in community halls, churches and mosques, as well as in domestic settings
The AHRC Researching Multilingually ‘Translating Cultures’ project which gave rise to the papers contained in this special issue began by asking us as advisers and participants to send a brief ‘story’ of our experience in researching multilingually, and suggesting we addressed the following two questions: (1) What is your experience of researching multilingually? (2) What is your experience of becoming aware of the complexities in this area?

Summary

Introduction

It is here that we begin to find ways of opening out the ‘fabulous’ narratives of competence and incompetence into a relational mode of potential multilingual research address.

Results

Conclusion