Write down the spark before it fades. Flesh out later.

https://note.com/lifetransit/n/ne7a7494db115

未来をつくる言葉: わかりあえなさをつなぐために

https://www.2121designsight.jp/documents/2020/08/translations-column-dominique-vol1.html

だからわたしは、人の話を聞いたり、本を読んだりすることが大好きになりました。誰が何語で話していようと、内容そのものへの興味に加えて、当人が「何を翻訳しようとしているのか」というプロセスにも関心を持つようになったのです。
ある人が任意の言語で話している時、その人は自分の体験を通じて感じたことを、相手の知っている言葉に「翻訳」して話している。同時に、その翻訳行為から常にこぼれ落ちる意味や情緒もある。その隙間をなんとか埋めようとする仕草に、翻訳する人固有の面白さが表出する。

わたしはこれまで、自然言語間の翻訳から始まり、非言語的な芸術やデザインの表現を経由し、情報技術のプログラミング言語を学んできました。すべて、まだ表現されていない感情を象（かたど）るための新たな「言葉」を生み出す活動です。

http://2121designsight.jp/documents/2020/08/translations-column-dominique-vol2.html

今日、社会に流通する情報量は増え続け、「いいね」やリツイートといったSNSの論理によって表面的な共感が拡散しています。一方で、同じ街や国に住んでいる者同士にとっても、深いレベルで理解しあえる包摂的なコミュニティの姿は、いまだ蜃気楼のようにおぼろげではないでしょうか。このような状況で、情報技術と人間存在を対立軸で捉える議論は多くあります。他方でインターネットは人の認知を拡げ、それまではアクセスできなかった知識を開放し、他者や世界との新たなつながり方を顕在化させてきました。情報という概念を、ただの事実の羅列としてのデジタル・データではなく、思考を「かたちづくるもの（in-formatio)」と捉えれば、言葉と文字という人類が最初に獲得した「情報技術」とコンピュータをつなげて考えられるようになります。

逆に、わかりやすさ、わかりあえるという信念に飛びつくのではなく、わかりあえなさから出発することはできないでしょうか。すぐに解決したり乗り越えようとはせず、ただ互いの差異を受け容れあい、いつか他者の一部が自己を形成していることに気付ける、そのような「未来の言葉」を探したいと思うのです。

From perspective of a language

Philosophy, premise: It is difficult to understand each other, each language and culture has its own worldview

多言語話者が作るクレオール〔混合言語の一種〕、「翻訳不可能な言葉」の多言語データベースといった自然言語をテーマにした作品が並びます。続いて、非言語の感覚同士の翻訳が登場する。モールス信号や手話を使った翻訳、スポーツを別の行為に翻訳するプロジェクト、そして言葉にしづらいモヤモヤを会話とグラフィックレコーディングによって解きほぐすワークショップ映像が展示されます。

https://aoeiroku.com/entry/translations-exhibition/#i-5

![[Pasted image 20260402134448.png]] ![[Pasted image 20260402134459.png]]

https://www.johndcook.com/blog/2017/02/08/how-efficient-is-morse-code/ https://gigazine.net/news/20150305-learn-morse-code/ https://archive.google/ime/-.-.html#intro

https://en.wikipedia.org/wiki/Code-switching

Code-switching involves the capacity of bilingual individuals to switch between different languages within a single conversation.[16] John Guiteriz notes that it is important to note that code-switching is most commonly observed among bilingual individuals who are highly skilled in both languages and is actually prevalent in numerous bilingual communities, contrary to common beliefs. The patterns of language switching exhibited by the speaker can be influenced by the listener’s level of proficiency in the languages or their personal language preferences.[16]

So a message needs to think about who is receiving the message

Translingual or translanguaging may have come in the form of a combination of language usage with nonlinguistic elements.[31] For example, people can use multiple different languages plus drawing symbol or small images to express one message or idea by putting them together on a surface.[31] When compared to code-switching, it has a more common or fixed purpose of making sense or conveying meanings.

• Intersentential switching occurs outside the sentence or the clause level (i.e. at sentence or clause boundaries).[38] It is sometimes called “extrasentential” switching.[39] In Assyrian-English switching one could say, “Ani wideili. What happened?” (“Those, I did them. What happened?”).[40]
• Intra-sentential switching occurs within a sentence or a clause.[38][39] In Spanish-English switching one could say, “La onda is to fight y jambar.” (“The latest fad is to fight and steal.”)[41]
• Tag-switching is the switching of either a tag phrase or a word, or both, from one language to another, (common in intra-sentential switches).[38] In Spanish-English switching one could say, “Él es de México y así los criaron a ellos, you know.” (“He’s from Mexico, and they raise them like that, you know.”)[42]
• Intra-word switching occurs within a word itself, such as at a morpheme boundary.[39] In Shona-English switching one could say, “But ma-day-s a-no a-ya ha-ndi-si ku-mu-on-a. (“But these days I don’t see him much.”) Here the English plural morpheme -s appears alongside the Shona prefix ma-, which also marks plurality.[42]

A way of confusion? Substitution

https://en.wikipedia.org/wiki/Code-switching

Code switching involves utilizing entire sentences, phrases, and borrowed vocabulary from a different language. It is a prevalent linguistic occurrence observed among individuals who are bilingual. To proficiently engage in code switching, students need to possess a substantial comprehension of both cultures, along with a profound understanding of the fundamental structures and functions of language systems. Contrary to the conventional notion of code switching representing a disadvantaged and partially literate upbringing, it actually signifies an intellectual advantage.[53]

Nevertheless, code switching has typically not been regarded as a favorable attribute by educational institutions, teachers, or the dominant culture.[53] The methods employed for assessing and identifying giftedness have traditionally focused on a single language or relied on criteria and behaviors that align with the values and norms of the majority culture.[53]

Historically, there has been a prevalent tendency to discourage code switching in both the educational system and society as a whole.[54] Jean Aitchison’s notes that discouragement stems from concerns regarding the potential negative impact on the languages involved, which could potentially lead to language erosion or decline. According to Aitchison, one possible explanation for the widespread disapproval of language variations is rooted in social-class prejudice. There exists a general belief that someone should arbitrate between the different forms of English. Aitchison concludes that the puristic stance toward language, which maintains the idea of an absolute standard of correctness, has its roots in a natural inclination towards nostalgia, further amplified by social pressures.[54]

Aguirre asserts that a bilingual teacher’s intuitive knowledge of bilingual behavior can be instrumental in his or her construction of a sociolinguistic profile for the student in the bilingual classroom.[55] He supports his argument by outlining three ways in which a teacher’s intuitive knowledge can benefit bilingual children in the classroom. Firstly, if a teacher’s intuitive knowledge suggests that a child possesses similar linguistic abilities in both languages, they may choose to alternate languages during instruction. This approach aims to enhance sentence complexity and expand the student’s vocabulary, thereby strengthening their intuitive knowledge base for bilingual behavior. Secondly, a bilingual teacher’s intuition may alert them to instances where a bilingual student is mixing languages in a way that indicates confusion rather than intentional code switching. Lastly, teachers can utilize their intuitive understanding of code switching to establish criteria for distinguishing meaningful code switching from meaningless instances.[55]

learners often inevitably use code-switching so that they use their mother tongue to fill the gap caused by the lack of proficiency in the target language. Code-switching’s occurrence in this case can reflected in a phenomenon known as “Cited Language”.[47] This phenomenon simply means that code-switching is used as a tool to fill in the lexical gaps that arise when establishing conversation in the target language. A simple example for this is to ask how to say a certain thing or a certain word in the target language.

#### Sequential analysis

Scholars of conversation analysis such as Peter Auer and Li Wei argue that the social motivation behind code-switching lies in the way code-switching is structured and managed in conversational interaction; in other words, the question of why code-switching occurs cannot be answered without first addressing the question of how it occurs. Using conversation analysis (CA), these scholars focus their attention on the sequential implications of code-switching. That is, whatever language a speaker chooses to use for a conversational turn, or part of a turn, impacts the subsequent choices of language by the speaker as well as the hearer. Rather than focusing on the social values inherent in the languages the speaker chooses (“brought-along meaning”), the analysis concentrates on the meaning that the act of code-switching itself creates (“brought-about meaning”)

### Bilingual disadvantage

Despite the advantages to code-switching in the classroom, research has shown that bilingual children seem to have more of a disadvantage compared to their monolingual peers.[49] For example, many of them are required to write or speak in English in American schools, rather than writing and speaking in their native languages.[49] Ena Lee and Steve Marshall state that “many students are required to write or speak in English, causing them to push away their other known languages that make up a huge part of their identities.”[51] Oftentimes, children speak their native language at home whenever they are around their family, and then once they leave their homes they speak in English. According to Barbara Mellix, the switch in language causes a person to be careful and aware of their surroundings in order to know when it is acceptable to speak a certain language. On the contrary, whenever they feel comfortable around someone, they tend to code-switch and speak in a mixture of two languages or more.[51][52][50] The adaptation to standard English language can be quite difficult for bi/multilingual speakers and Multilingual writers because they can feel unsupported and discouraged by the educational systems. Code-switching occurs very naturally and is hard to control for those who are fluent in more than one language.[52]

During class writing activities, bi/multilingual students are often times faced with writer’s block because they are constantly thinking in more than one language, making it difficult to narrow down their ideas so that they can be expressed in a single language. It has been noted that English grammar is one of the most important yet most difficult topics in English, which even monolingual students struggle with. Code-switching makes it very difficult to follow all of standard English grammar rules because students’ brains are constantly wanting to switch from one language to another, making it harder for students to formulate good grammatical sentences.[113] According to Barbara Mellix, bi/multilingual writers can oftentimes feel “diminished”[50] or “embarrassed”[50] whenever they are forced to solely stick to standard English because they are afraid to be wrong and stand out in a negative way compared to their monolingual peers.[50]