Pushing forward a translingual orientation to writing—one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies— this volume is structured around ...
Author: A. Suresh Canagarajah
The term translingual highlights the reality that people always shuttle across languages, communicate in hybrid languages and, thus, enjoy multilingual competence. In the context of migration, transnational economic and cultural relations, digital communication, and globalism, increasing contact is taking place between languages and communities. In these contact zones new genres of writing and new textual conventions are emerging that go beyond traditional dichotomies that treat languages as separated from each other, and texts and writers as determined by one language or the other. Pushing forward a translingual orientation to writing--one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies-- this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications. These themes are explored by leading scholars from L1 and L2 composition, rhetoric and applied linguistics, education theory and classroom practice, and diverse ethnic rhetorics. Timely and much needed, Literacy as Translingual Practice is essential reading for students, researchers, and practitioners across these fields.
Winner of the AAAL Book Award 2015 Winner of the Modern Language Association's Thirty-Third Mina P. Shaughnessy Prize Winner of the BAAL Book Prize 2014 Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way ...
Author: A. Suresh Canagarajah
Category: Language Arts & Disciplines
Winner of the Modern Language Association's Thirty-Third Mina P. Shaughnessy Prize Winner of the BAAL Book Prize 2014 Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way of looking at the use of English within a global context. Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. Canagarajah argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms. Incisive and groundbreaking, this will be essential reading for anyone interested in multilingualism, world Englishes and intercultural communication.
Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts.
Author: Bruce Horner
Publisher: University Press of Colorado
Category: Language Arts & Disciplines
Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy
Graduate student socialization is an important part of a universitys mission.
Author: Shakil Rabbi
Graduate student socialization is an important part of a universitys mission. Research on how writing shapes this process is needed. This study contributes to knowledge of academic literacy practices socializing students in their disciplines through a social practice perspective. Specifically I focus on aspects of the social in this study of academic literacies and international graduate student socialization by looking at literacy mediators and translingual dispositions. How are the academic genres and literacy practices of international graduate students being shaped by social elements in the socialization process? How are their literacy practices mediating and being mediated by interactions and mentorship in this process? How are students translingual dispositions to communication shaping their literacy practices? What, in fact, are students learning e.g. strategies, outcomes, and genre knowledge through these literacy practices? This dissertation answers these questions using a naturalistic ethnographic study of literacy mediators and translingual dispositions shaping the literacy practices of article writing, conferences presentations, and grant writing of two international graduate students. It demonstrates that academic writing competence is a function of a network of mediators and mentors, and therefore graduate students academic literacies ought to be recognized as network activities. It also highlights the affordances of a holistic socialization process that draws from the translingual dispositions students bring with them. I show that participation in non-academic activities empowers the international graduate students to negotiate between their own attitudes to literacies and disciplinary specialization. It simultaneously acculturates them to a broader US social context and elicits continued investment into socialization activities, developing both general and academic English literacy and language competencies. Consequently, I argue for explicitly incorporating out of classroom writing support into graduate education programs, and developing a graduate curriculum that encourages collaborative and functional approaches to academic communication.
"This book argues for a broad cosmopolitan perspective that emphasizes local as well as global forms of citizenship and identification and sees human connectedness as being deeply underpinned by various accents, styles, and uses of language ...
Author: Xiaoye You
Publisher: SIU Press
Category: Foreign Language Study
"This book argues for a broad cosmopolitan perspective that emphasizes local as well as global forms of citizenship and identification and sees human connectedness as being deeply underpinned by various accents, styles, and uses of language in everyday practices"--
The Semiotics of New Spaces - Languaging and Literacy Practices in one South African Township looks at the ways in which people are responding, through their semiotic practices, to the intense socio-historical changes taking place in post ...
Author: Charlyn Dyers
Publisher: AFRICAN SUN MeDIA
In South Africa, the township or sub-economic state housing development has achieved a very significant position as a site for sociolinguistic research. The Semiotics of New Spaces - Languaging and Literacy Practices in one South African Township looks at the ways in which people are responding, through their semiotic practices, to the intense socio-historical changes taking place in post'apartheid South Africa. The study is set against the backdrop of Wesbank - one of the first racially mixed housing developments in the Western Cape. The result is a range of related topics, such as how cross-cultural and cross-linguistic families influence the language practices of their younger members; the impact of translingual friendships on language practices and attitudes; the ways in which older people use their existing literacies to negotiate the multilingual realities of the township and aspects such as identity, voice and agency as markers of a developing participatory citizenship.
Translingual Practice: Global Englishes and Cosmopolitan Relations. New York:
Routledge. Carrington, V. 2012. 'There's no going back'. Roxie's iPhone: an
object ethnography. Language and Literacy 14(2): 27–40. Castree, N., Nash, C.,
Author: Lesley Gourlay
Publisher: Bloomsbury Publishing
Category: Language Arts & Disciplines
It is a commonplace in educational policy and theory to claim that digital technology has 'transformed' the university, the nature of learning and even the essence of what it means to be a scholar or a student. However, these claims have not always been based on strong research evidence. What are students and scholars actually doing in the day-to-day life of the digital university? This book examines in detail how the world of the digital interacts with texts, artefacts, devices and humans, in the contemporary university setting. Weaving together perspectives from a range of thinkers and disciplinary sources, Lesley Gourlay draws on ideas from posthuman and new materialist theory in particular, to open up our understanding about how digital knowledge practices operate. She proposes that digital engagement in the university should not be regarded as 'virtual' or disembodied, but instead may be understood as a complex set of entanglements of the body, texts and material artefacts, making a case that agency and the ways in which knowledge emerges should be regarded as 'more than human'.
Exploring the roles of students’ pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students’ perspectives, voices, and agency as integral to ...
Author: Heather Robinson
Exploring the roles of students’ pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students’ perspectives, voices, and agency as integral to the subject. Providing an original reconsideration of the impact of translanguaging, this book examines both transnationality and translinguality as ubiquitous phenomena that affect students’ lives. Demonstrating that students are the experts of their own language practices, experiences, and identities, the authors argue that a proactive translingual pedagogy is more than an openness to students’ spontaneous language variations. Rather, this proactive approach requires students and instructors to think about students’ holistic communicative repertoire, and how it relates to their writing. Robinson, Hall, and Navarro address students’ complex negotiations and performative responses to the linguistic identities imposed upon them because of their skin color, educational background, perceived geographical origin, immigration status, and the many other cues used to "minoritize" them. Drawing on multiple disciplinary discourses of language and identity, and considering the translingual practices and transnational experiences of both U.S. resident and international students, this volume provides a nuanced analysis of students’ own perspectives and self-examinations of their complex identities. By introducing and addressing the voices and self-reflections of undergraduate and graduate students, the authors shine a light on translingual and transnational identities and positionalities in order to promote and implement inclusive and effective pedagogies. This book offers a unique yet essential perspective on translinguality and transnationality, and is relevant to instructors in writing and language classrooms; to administrators of writing programs and international student support programs; and to graduate students and scholars in language education, second language writing, applied linguistics, and literacy studies.
This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries – particularly, those between SLA, TESOL, ...
Author: Stephen May
Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the ‘monolingual bias’ argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries – particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.
89 Literacy studies have advanced to the point of generating revisionist history ,
suggesting ( for example ) that black American ... Anuradha Dingwaney and
Carol Maier ( Pittsburgh 1995 ) ; and Lydia H. Liu , Translingual practice :
Author: Voltaire Foundation
Category: Books and reading
Ever since Professor Robert Darnton aroused the interest of all Enlightenment scholars with the publication of 'The High Enlightenment and the low-life literature in pre-revolutionary France' in 1971, he has been in the forefront of debate about that period and the French Revolution which followed it. His work has long been an indispensable study for all those who ponder on the nature and evolution of these great movements. By the mid 1990s, however, it was apparent that Darnton's far-reaching conclusions on the relationship of the Enlightenment to the Revolution, together with his historical accounts of printed works and the mentalités of the eighteenth century, merited a comprehensive debate on his whole oeuvre. The present collection sparks off that debate. The contributors to this volume were invited freely to address any particular aspect of Robert Darnton's researches or to discuss the whole trust of his thinking about the past. Darnton readily agreed to this proposal, encouraging the editor to send invitations to long-standing critics just as much as to more sympathetic readers. The essays collected here respond to the original request, in diverse ways. Taking up a whole spectrum of positions about Darnton's work, they attempt an answer based on deep reflection or assiduous source-research or both. In a coda to the volume Robert Darnton responds robustly to the various readings of his work. In places he seeks to rescue it from what he considers to be false interpretations and to set the record straight. But his essay is not just a rebuttal. It moves the debate on, bringing new insights and information not previously published. His conclusion are as flexible open-ended as one could wish, and in line with which they have been richly plumbed in his writings. The threads running through the various essays are drawn together by a comprehensive index of eighteenth-century persons and writings.
Such a translingual practice on the international level , however , has been
shaped by political and economic power ... translingual capital / translingual
habitus triad , and we may examine this by starting with the relations between literacy ...
Category: Chinese literature
A quarterly of comparative studies of Chinese and foreign literatures.
Translingual Inheritance tells a new story of the early days of democracy in the United States, when English had not yet become the only dominant language.
Author: Elizabeth Kimball
Publisher: Composition, Literacy, and Culture
Translingual Inheritance tells a new story of the early days of democracy in the United States, when English had not yet become the only dominant language. Drawing on translingual theory, which exposes how language use contrasts with the political constructions of named languages, Elizabeth Kimball argues that Philadelphians developed complex metalinguistic conceptions of what language is and how it mattered in their relations. In-depth chapters introduce the democratically active communities of Philadelphia between 1750 and 1830 and introduce the three most populous: Germans, Quakers (the Society of Friends), and African Americans. These communities had ways of knowing and using their own languages to create identities and serve the common good outside of English. They used these practices to articulate plans and pedagogies for schools, exercise their faith, and express the promise of the young democracy. Kimball draws on primary sources and archival texts that have been little seen or considered to show how citizens consciously took on the question of language and its place in building their young country and how such practice is at the root of what made democracy possible.
'Just a few decades ago, a book on the topic of early Greek orality and literacy
may not have found a major publisher', ... Anuradha Dingwaney and Carol Maier
(Pittsburgh 1995); and Lydia H. Liu, Translingual practice: literature, national ...
Translingual Practice : Literature , National Culture and Translated Modernity
1900-1930 . Stanford : Stanford ... Mignolo , Walter D. The Darker Side of the
Renaissance : Literacy , Territoriality , and Colonization . Ann Arbor : University of
This book presents a model of Practitioner Inquiry (PI) as a systematic form of empirical research and provides a rationale for its suitability within a writing center context.
Author: Georganne Nordstrom
Category: Language Arts & Disciplines
This book presents a model of Practitioner Inquiry (PI) as a systematic form of empirical research and provides a rationale for its suitability within a writing center context. Exploring the potential of writing centers as pedagogical sites that support research, the book offers an accessible model that guides both research and practice for writing center practitioners, while offering flexibility to account for their distinct contexts of practice. Responding to the increasing call in the field to produce empirical “RAD” (replicable, aggregable, data-driven) research, the author explores Practitioner Inquiry through explication of methodology and methods, a revisitation of collaboration to guide both practice and research, and examples of application of the model. Nordstrom grounds this research and scholarship in Hawaiʻi’s context and explores Indigenous concepts and approaches to inform an ethical collaborative practice. Offering significant contributions to empirical research in the fields of writing center studies, composition, and education, this book will be of great relevance to writing center practitioners, anyone conducting empirical research, and researchers working in tutor professionalization, collaboration, translingual literacy practices, and researchmethodologies.
Anuradha Dingwaney Needham The Place of Difference in Cross - Cultural Literacy My interest as a teacher and , in some ways ... Chandra Talpade
Mohanty Analyzing “ translingual practice , ” Lydia Liu avers that a cross - cultural
study must ...
Author: David Damrosch
Publisher: Modern Language Assn of Amer
This is an exciting, and unsettling, time to be teaching world literature, writes David Damrosch. Because the range of works taught in world literature courses has expanded enormously, both historically and geographically, the task of selection—and of teacher preparation—has grown more challenging. Teachers of this field must grapple with such issues as coverage, cultural difference, and the role of translation in the classroom. Should one emphasize masterpieces or traditions, concepts or themes? How does one avoid making a work bear the burden of representing an entire tradition? To what extent should anthologies be used? Can a course be global in scope and yet focus on a few works, authors, moments? This collection of thirty-two essays in the MLA series Options for Teaching offers an array of solutions to these challenges, reflecting the wide variety of institutions, courses, and students described by the contributors. An annotated bibliography is provided, with a listing of useful Web sites.
'Book Review Index' provides quick access to reviews of books, periodicals, books on tape and electronic media representing a wide range of popular, academic and professional interests. More than 600 publications are indexed, including journals and national general interest publications and newspapers. 'Book Review Index' is available in a three-issue subscription covering the current year or as an annual cumulation covering the past year.
They have given much less attention to linguistic practices and to the localized
cross - cultural exchanges through which colonial ... D. Mignolo , The Darker Side
of the Renaissancel Literacy , Territoriality , & Colonization ( Ann Arbor : The
University of Michigan Press , 1995 ) . ... Lydia Liu , “ Introduction : The Problem
of Language in Cross - Cultural Studies , ” in Translingual Practice : Literature ,
In the real world outside of schools, contemporary students are routinely reading, writing, communicating, acting, and learning internationally, translingually, and multimodally, thanks to the prevalence of digital online communication; ...
Author: Kewman M. Lee
In the real world outside of schools, contemporary students are routinely reading, writing, communicating, acting, and learning internationally, translingually, and multimodally, thanks to the prevalence of digital online communication; this has taken place across students' racial, ethnic, and linguistic identities and national affiliations. Today, the global online contexts are considered as one of essential literacy environments, and the globally networked online contexts might become a main stage of future literacy practices. In this sense, this study develops new three theories about literacies studies from the perspective of the New Literacy Studies in an increasingly digitalized and globalized contemporary world. To achieve this, first, I introduced the features of a global online affinity space as a new concept. Second, I developed the theoretical claim of "complexified diversity." Finally, I developed the theoretical concept of "Border-Crossing Discourses" on the basis of Gee's (1990/2015) seminal idea of capital "D" Discourses. I expanded the concept of capital "D" Discourses, looking across borders at a variety of languages, nations, and broader cultures under the global view. The concept of Border-Crossing Discourses was established on the basis of the new concepts that I put forth previously of global online affinity spaces and complexified diversity. As an example of possible supplementary empirical studies, I conducted a small piece of discourse analysis. I observed and examined literacy practices in two global online affinity spaces. They are sites devoted to K-pop fanfiction sharing (hereafter, Asianfanfics) and to Japanese anime (hereafter, Crunchyroll). In particular, I explored the aspects of multimodal and translingual practices in these spaces. Both theoretical and empirical future research will contribute to the elaboration of these theories.
Shifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions: • What constitutes academic literacy? • What does academic ...
Author: Daniella Molle
Category: Language Arts & Disciplines
Shifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions: • What constitutes academic literacy? • What does academic literacy development in adolescent multilingual students look like and how can this development be assessed? • What classroom contexts foster the development of academic literacies in multilingual adolescents? The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students’ participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.