Developing a multilingual literary magazine in an English-only policy environment

Alex Josef Kasula


The following article discusses the development and outcomes of a multilingual literary magazine, Olowalu Review, within an English-only policy in the United States. First, there is a review of current literature surrounding the ideas of monolingual policies in the US (the context of the article) and current research of the theory of translanguaging for multilinguals and its practice thus far in English language learning classrooms (ELL). The article elaborates on the analysis of translanguaging from Kasula (2016) and how this analysis helps to promote multilingualism. Next, there is a discussion on the achievement of the initial objectives of Olowalu Review, and how this acted as a first potential step in creating a translanguaging space for multilinguals to express themselves and making change towards a more multilingual language policy.


English-only policy; translanguaging; multilingualism; multilingual writing; Olowalu Review; Brazil; United States; creative writing.

Full Text:



Aikhenvald, A. 2003. Teaching Tariana, an endangered language from northwest Amazonia. Small languages and small language communities, 42, p. 125-139.

Alim, H. S., Ibrahim, A., & Pennycook, A. 2009. Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. London, UK: Routledge.

Amos, K. 2015. E lei. Olowalu Review, 1. Retrived from .

Anzaldúa, G. 1987. Borderlands/La frontera. San Francisco, CA: Spinsters/Aunt Lute Book Company.

Baker, C. 2011. Foundations of bilingual education and bilingualism. Bristol, UK: Multilingual Matters.

Phillipson, R. 1998. Globalizing English: Are linguistic human rights an alternative to linguistic imperialism? Language Sciences, 20(1), p. 101-112.

Phillipson, R. 2003. English-only Europe?: Challenging language policy. New York: Routledge.

Rajagopalan, K. 2005. The language issue in Brazil: When local knowledge clashes with expert knowledge. In: S. Canagarajah (Ed.). Reclaiming the Local in Language Policy and Practice (p. 99-122). New York: Routledge.

Skutnabb-Kangas, T. & Heugh, K. (Ed.). 2012. Multilingual Education and Sustainable Diversity Work From Periphery to Center. New York: Routledge.

Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In: H. Byrnes (Ed.). Advanced language learning: The contributions of Halliday and Vygotsky (p. 95-108). London, UK: Continuum.

Sayer, P. 2013. Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 4(1), p. 63-88.

Utakis, S. & Pita, M. 2005. An education policy for negotiation transnationalism: The Dominican community in New York City. In: S. Canagarajah (Ed.). Reclaiming the Local in Language Policy and Practice (p. 147-164). New York: Routledge.

Wang, D. 2016. From English-only to multilingualism: English in the language policy of the United States. International Journal of Language Teaching, 3(1), p. 32-41.

Wei, L. 2011. Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), p. 1222-1235.

Wei, L. & Hua, Z. 2013. Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 34(5), p. 516-535.


License URL:

e-ISSN: 2178-3640

  This journal is a member of, and subscribes to the principles of, the Committee on Publication Ethics (COPE)

Licença Creative Commons

Except where otherwise noted, content of this journal is licensed under a Creative Commons Attribution 4.0 International license.

Editorial Policies of Brazilian Scientific Journals.* Deposit availability: Blue .


 Copyright: © 2006-2018 EDIPUCRS