Falling In/Out of Languagings

Abstract

In this chapter, I experiment with the connections and conjugations of my language(s), languaging and bilingualism to abstract my experience of learning and teaching in English. I allow the force of my bilingualism to over-code my writing, and transgress the stringent rules that have been decoded in syntactic, morphological and semiotic systems in English and Spanish. My languaging is fugitive, emotional, organic, repetitive and elliptical. My thinking is nomad, and roams like a stubborn vagabond. I cut in-and-through(out) unbinding perceptions of academic languaging to disrupt stratified denom(I)nations of peoples, languages, and peoples’ languagings. I trace lines of learning English and in English as a child, to find myself teaching English and in English as an adult in early childhood classrooms. My memories are reiterating pedagogical abstractions that reveal elements of the expansive English-language machinery that uses education as its main battling ground. In playing with my languagings, I encounter the pleasures of being, thinking, writing and creating bilingually, as well as the fears inherent to using a new language. Like a love story, where one falls and rises, flowing in-and-through(out) immanent disaccelerations, my languagings are never alone. They always sit with [silences]. I see them, (re)side with them, and so I try to show…