T. J. Tian

As a universal language, English is pivotal across various domains, yet it often encounters challenges like improper wording and grammatical inaccuracies. Addressing these, English discourse repair has emerged as a crucial educational endeavour, enhancing linguistic accuracy and students' linguistic awareness and literacy—qualities that significantly uplift their comprehensive intellectual development. This paper delves into the philosophical underpinnings of English discourse repair within educational frameworks, seeking to articulate its theoretical foundations, practical applications, and intrinsic educational value. Employing a blend of literature review, case studies, and empirical research, this study first unpacks the theoretical landscape of discourse repair through extensive literature analysis, establishing a comprehensive understanding of current research and methodologies. Subsequent case analyses apply these theoretical insights to real-world educational scenarios, proposing innovative teaching strategies. Finally, experimental research tests these strategies to validate their effectiveness and reliability. Findings underscore that English discourse repair is not merely a linguistic tool but a profound educational technique that significantly enhances students' communicative competences and language awareness. Rooted in educational philosophy, this approach emphasizes the cultivation of critical thinking and learning agility. Moreover, the study reveals an essential need for ongoing refinement of teaching strategies to heighten their impact and adaptability. In synthesizing these insights, the paper asserts that English discourse repair serves as a powerful pedagogical method, bridging educational philosophy and practical application. Future research should further dissect its theoretical bases and refine practical approaches, aiming to optimize its utility and extend its benefits to students' broader educational experiences. Through this exploration, the paper contributes to a more profound understanding of the intersection between language education and philosophical inquiry, advocating for a curriculum that is as intellectually enriching as it is linguistically precise.

Not only have advances in social media technology accelerated the evolution of online language, they have also strengthened the retrieval capabilities of censors. Camouflaged forms of language have developed and survive on the fringes of the network. This paper examines the emergence and evolution of the Chinese cyberlanguage ‘Aminoac’ on the platform Bilibili as a carnival. Originating from a vulgar expression, Aminoac has been creatively transformed by netizens into a versatile term of critique and defiance against censorship. Data of online posts including Aminoac are classified into three patterns, followed by a discussion of its affordances and audience feedback. These multimodal online discourses demonstrate orchestrations of semiotic resources which are flexible, confrontational and playful, and yet they construct a virtual community with a distinct culture and identity through viral dissemination. This paper analyzes Aminoac and its related expressions as products of translanguaging, exploring how netizens negotiate, refine, and expand this online carnivalesque in a translanguaging space where they take up different roles and identities in relation to the addressees (i.e. trans-positioning).