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Lessons in response-ability: supporting social encounters by ‘doing’ language

ABSTRACT While many language programmes put the responsibility of language learning in the refugees' hands, few have developed approaches where the responsibility of language rests on both sides: with the refugees and the host communities. Building on rhetorical, intercultural and translanguaging theories, I present a peer-education model to show how it facilitated the emergence of social connections in translanguaging spaces. Participants focused on doing language: planning and delivering collective actions in their communities. I conclude by reviewing some of the principles of the programme that enable collective action-driven language response-ability as a process towards sociolinguistic integration.