Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese-American Student in Guatemala

How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning—that is, they engage in translingual practice. This article presents the case of Terry—a Vietnamese-American learner of Spanish—during a 13-week stay in Guatemala as she navigates and reflects on her sense of self. Employing translingual practice and symbolic competence as theoretical frameworks, this study examines how Terry drew on her cultural and linguistic background to understand her experiences abroad and in turn, how an abroad experience encouraged critical self-reflection. Through a thematic analysis of interviews, course assignments, and audio-recorded classroom observations, the findings illustrate how an abroad curriculum that emphasized structured critical reflection and local engagement encouraged Terry's development of critical translingual competence; an awareness of the symbolic significance of meaning-making resources across contexts; and the inextricable connections among identity, language, and culture.