The Hospitable Translanguaging Lifeworld : A Phenomenology of the Displaced Students Experience
Serhii Terepyshchyi
Dragomanov Ukrainian State UniversityAbstract
This article develops the Hospitable Translanguaging Lifeworld (HTL) as a phenomenological framework for understanding displaced students’ classroom experience at the intersection of language, identity, and educational hospitality. Synthesizing recent research from Poland, Germany, Norway, and the Czech Republic alongside our prior studies, we theorize five mutually reinforcing dimensions – recognition,
semiotic openness (translanguaging as epistemic practice), temporal continuity (bridges across support and mainstream spaces), networked belonging (heterophilous peer ties), and epistemic dignity (status as credible knower). We show how monolingual assessment regimes, unbridged pull-out models, and legal-bureaucratic logics produce “spaces of nonrecognition,” while translanguaging-aligned instruction, designed
handoffs, and democratic classroom routines convert formal access into felt inclusion. The framework yields policy moves that render hospitality auditable without reducing it to paperwork: enforceable language-rights guarantees, bridged mainstreaming as default, assessment guidance that authorizes multilingual evidence of learning, trauma-informed professional learning tied to participatory routines, and data-partnership infrastructures tracking social as well as academic integration. Conceptually, HTL links duty-based governance to classroom craft; practically, it offers a design grammar for turning welcome into everyday learning, thereby aligning educational inclusion with the democratic values schools claim to teach.
Keywords:
displaced students, translanguaging, educational hospitality, language rights, social inclusion, epistemic dignity, networked belongingReferences
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