ABSTRACT
In the present article, we draw on rhizomatic cartography and apply rhizomatic diagramming to palpate chronotopic diversity and dynamics in the "becoming"second language classroom. The context of the study is a hosting center for unaccompanied minors in Athens during the COVID-19 pandemic (June 2020 to March 2021). Through a chronotopic approach to literacy events, we examine a specific arts-and-crafts literacy event that includes four #Arabic-speaking minors and an intercultural mediator or "interpreter."Exploring "classroom"interaction moments rhizomatically, i.e., including interaction's socio-material aspects and dis-/continuities, we map the performed translanguaging space and problematize situated languaging and power relations among actors. We thus palpate intersections of striating and smoothing forces that shape this macroscopic "literacy chronotope"through an assemblage of microscopic chronotopes that we have come to call "transient sociolinguistic territoria."Our findings shed light on the diverse #Arabic (trans)languaging, making the language, cultural, and literacy brokering practices visible in the performed translanguaging space. Consequently, this study is expected to sensitize second language educators on the #Arabic sociolinguistic situation and the subtle nuances of translanguaging addressed in the literacy chronotope. © Common Ground Research Networks, Roula Kitsiou, Eleni Karantzola, All Rights Reserved.