Introduction : cross-language relations in composition (original) (raw)
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Cross-Language Relations in Composition
2010
A challenge to monolingual teaching methods in English composition. "Cross-Language Relations in Composition" brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States. Recognizing the growing linguistic diversity of students and faculty, the ongoing changes in the English language as a result of globalization, and the increasingly blurred categories of native, foreign, and second language English speakers, editors Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have compiled a ground-breaking anthology of essays that contest the dominance of English monolingualism in the study and teaching of composition and encourage the pursuit of approaches that embrace multilingualism and cross-language writing ...
Toward a Multilingual Composition Scholarship: From English Only to a Translingual Norm
College Composition and Communication, 2011
Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and our own past work, we argue for adopting a translingual approach to languages, disciplines, localities, and research traditions in our scholarship, and propose ways individuals, journals, conferences, and graduate programs might advance composition scholarship toward a translingual norm. Linguistic ideology affects not only the product of scholarly activity about language. It is also crucial in the self-constitution and demarcation of scholarly disciplines.-Susan Gal and Judith T. Irvine, "The Boundaries of Languages and Disciplines: How Ideologies Construct Difference" Examination of the large area of studies of writing in languages other than English. .. would repay consideration by adding needed depth to theories of rhetoric and writing.
Redesigning Composition for Multilingual Realities. Jay Jordan
The Journal of Teaching Writing, 2016
(IUP) in 2006, I had no idea what I was getting myself into. I immersed myself into the interdisciplinary field of Composition Studies and teaching English as a second/foreign language (TESL/ TEFL). With my teaching experiences from Thailand, my focal interests resided around second language (L2) writing. It was my first time hearing such terms as L2 writing, world Englishes, composition, and applied linguistics. As I navigated national and international conferences, I often attended L2 writing-related sessions, as they were a part of my academic scholarship. I often left those conferences thinking of ways to address issues of teaching L2 writers from both theoretical and pedagogical perspectives. I was delighted to see and have an opportunity to review Redesigning Composition for Multilingual Realities as I believe this is a long overdue book for the field of rhetoric and composition. Working from different fields such as rhetoric and composition, applied linguistics, Teaching English as a Second/Foreign Language (TESL/TEFL), and World Englishes, Jordan complicates the term "composition" or "comp" (20). In the introduction, the author suggests the this book is an attempt to continue conversations in teaching, researching, and working with multilingual writers through "advance[d] cross-disciplinary understandings of multilingualism" (4) to better inform pedagogy. The introduction chapter orients readers by defining relevant terms, such as "English" (7), "users" (12), and "composition" (15) that the author will refer to in the following chapters. Chapter 1 discusses the concept of "compensation" (25) from writing center scholarship. The writing center is a site where multilingual writers seek advice from tutors on their drafts; it is also where multilingual writers negotiate their agencies with tutors. Writing centers are often perceived as fix-it shops for instructors in different disciplines. Through the lenses of "communities of practice" (see Wenger) and Students' Right to Their Own Language (SRTOL), multilingual writers are often seen to be novices in composing their written assignments with dialects which are viewed as illegitimate discourses from their instructors. Instead of tutors looking at these dialects as illegitimate, the author proposes that writing center pedagogies and tutoring practices should be spaces where multilingual writers learn to socialize, negotiate, and accommodate their language uses in academic genres. In chapter 2, the term "competence" (50) is discussed from TESL/TEFL and applied linguistics perspectives. The author synthesizes research from
Translingual Pedagogical Perspectives Engaging Domestic and International Students in the Composition Classroom , 2021
Translingual Pedagogical Perspectives addresses the movement toward translingualism in the writing classroom and demonstrates the practical pedagogical strategies faculty can take to represent both domestic and international monolingual and multilingual students’ perspectives in writing programs. Contributors explore approaches used by diverse writing programs across the United States, insisting that traditional strategies used in teaching writing need to be reimagined if they are to engage the growing number of diverse learners who take composition classes. The book showcases concrete and adaptable writing assignments from a variety of learning environments in postsecondary, English-medium writing classrooms, writing centers, and writing programs populated by monolingual and multilingual students. By providing descriptive and reflective examples of how understanding translanguaging can influence pedagogy, Translingual Pedagogical Perspectives fills the gap between theoretical inquiry surrounding translanguaging and existing translingual pedagogical models for writing classrooms and programs. Additional appendixes provide a variety of readings, exercises, larger assignments, and other entry points, making Translingual Pedagogical Perspectives useful for instructors and graduate students interested in engaging translingual theories in their classrooms. Contributors: Daniel V. Bommarito, Mark Brantner, Tania Cepero Lopez, Emily Cooney, Norah Fahim, Ming Fang, Gregg Fields, Mathew Gomes, Thomas Lavalle, Esther Milu, Brice Nordquist, Ghanashyam Sharma, Naomi Silver, Bonnie Vidrine-Isbell, Xiqiao Wang, Dan Zhu
Translingualism: Breaking the Language Policies and Politics in Composition Pedagogy and Protecting Cultural Identities of International Students, 2020
This thesis explores the debates and conversations relating to a translingual pedagogical approach that helps preserve the cultural and ethnic identities of international students who take college composition courses in universities across the United States of America. Since the domination of English in teaching, learning, and research in the United States of America is prevalent, this thesis explores a much talked pedagogical approach–a translingual approach–in college composition that intends to protect the cultural and ethnic identities of international students studying in universities across the country. The translingual orientation in composition pedagogy is constantly adding new conversations to teaching of writing to the multilingual or international students in US academia. Beginning with descriptions of what has been done by the English monolingual pedagogical approach, the thesis further discusses some crucial issues such as preserving of cultural and ethnic identities of international students, efforts to establish a standard in English language policy in composition classes and its resistance, scholarly conversations about establishing a feasible translingual approach, and debates for and against a translingual pedagogy. It also replicates the most advocated strategy–the translation assignment–to bring a translingual approach to teaching writing. In doing so, this thesis adds new insights to ongoing conversations on the nature of the translingual pedagogical approach in composition classes.
English Composition in the United States. Lucy Jacobs and
2016
I examine how American students respond to foreign instructors, who teach English Composition and Research Writing. I discuss how minority teacher’s cultural, lingual, and ethnic differences interfere with classroom dynamics in the United States. I rely on my experiences as a Turkish instructor of composition at the University of Wisconsin, Milwaukee (2004-2010) to talk about how international teaching instructors have the position of authority in classroom.
Writing Language: Composition, the Academy, and Work
Humanities
This paper argues that while college composition courses are commonly charged with remediating students by providing them with the literacy skills they lack, they may instead be redefined as providing the occasion for rewriting language and knowledge. By bringing to the fore the dependence of language and knowledge on the labor of writing, a pedagogy of recursion, mediation, and translation of knowledge through writing and revision counters neoliberalism's commodification of knowledge and language, and offers an alternative justification for continuing education as the occasion for students to remediate language and knowledge through writing.
Developments in Multilingualism and Translingualism for Composition and Rhetoric Studies
This article examines policies and practices on Multilingualism and Translingualism in composition pedagogy. Multilingualism is the total verbal repertoire in different languages spoken by an individual. Translingualism refers to the varieties of discursive and communicativ e practices of multilingualism in negotiating the uses of linguistic resources across speech communities not necessarily marked by geographical location. Extan t literature exists in the literature, and these scholarly contributions have different implications for monolingual and multilingual writing composition instructors and students. The presentation points out important arguments and theories on translingualism to trace its inception and highlight the advantages of multilingualism for international students/and writing students. This paper further examines the differences and implications of policies and practices in the field concerning two multilingual cases in the US and the UK. It concludes that most models are dissimilar in arguing that language difference is not a disability, but a motivation for unique expression and originality in composition studies.
Journal of Global Literacies, Technologies and Emerging Pedagogies
In this essay, I contend that a major revision in syllabi/curricula, pedagogical approaches and the media of instruction and composition in the existing composition courses is imperative in order to be able to a. adequately respond to challenges and contestations from different corners about "Standard Edited American English-Only" (see Canagarajah; Horner & Trimbur) as the medium of instruction and composition in our writing classes, and b. remain relevant to increasingly diverse body of students. More specifically, I theorize a global composition outlook in this essay, one that encompasses a series of actions and practices, such as pluralizing academic writing; accepting and acknowledging cultural, rhetorical and stylistic variations in all forms of expressions and communications including in our students' compositions; and treating English varieties of our students (if not their native tongues) in their formal as well as informal writings fairly and equitably, which, I argue, can be the much needed initial steps in taking us towards the direction of making our composition classes and pedagogies more democratic, pragmatic, as well as relevant to our students and the complex world they are already a part of or would be upon their graduation.