Code-Meshing and Writing Instruction in Multilingual Classrooms (original) (raw)
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Code-meshing Projects in K-12 Classrooms for Social and Linguistic Equity
INTESOL Journal, 2021
To contest monolingualism, which oppresses language diversity in U.S. classrooms, Horner et al. (2011) called for a translingual approach to language differences. As much of the literature on translingualism has remained at a theoretical level, writing teachers have been seeking to enact this disposition in their classrooms pedagogically. As a response to this, code-meshing (Young, 2004, 2013; Canagarajah, 2006, 2011) can be used as a pedagogical application of the translingual approach. This paper conceptualizes code-meshing as translingual pedagogy and explores how it can be used in K-12 contexts by examining documented K-12 classroom examples of code-meshing projects in the studies of Zapata and Laman (2016) and Pacheco et al. (2017). Despite the concerns that critics have voiced, the examples show that code-meshing can be used as an effective pedagogical tool for developing the translingual disposition, supporting students’ multilingual identity, and discussing social and lingui...
Code-meshed Texts and Translingual Engagement in a First Year Writing Classroom
Based on a review of literature on dialect diversity since the CCCC's 'Students Right to Their Own Language' resolution in 1974, this project applies theoretical rationales and practice of using 'code meshed texts' and translingual pedagogies, both drawing on and connecting to students' knowledge of their various community discourses, to a First-year writing class at San Francisco State University. The second half of the paper is an analysis of student writing in response to a 'close reading' assignment of two explicitly 'code-meshed' texts, Vershawn Young's 'Should Writers Use They Own English?' and Gloria Anzaldua's 'How to Tame a Wild Tongue,' both of which themselves are about the politics and experience of language in academic settings. The findings and discussion point to the benefits of applying 'code-meshed', diverse texts and translingual pedagogies to writing courses at any level, and with any student population, first and foremost by engaging multilingual and monolingual students alike with diverse knowledge and ways of viewing the world that are 'academic.' The conclusions point towards advancing pedagogies like these in order to redefine privileged, monolingual standards of 'good' or 'academic' writing in composition studies, and promote both multilingual and monolingual students' engagement with multiple knowledges and multiple 'Englishes' as they negotiate an 'academic' voice in college.
2021
This thesis and portfolio are inspired by the recent code-meshing pedagogy movement to promote linguistic justice in the composition classroom along with the author's personal journey in English learning. The traditional, monolingual practice in the composition classroom often isolates international students who have multilingual abilities above the rest of the students. The idea that there is only one correct use of English—standard English—assumes that one type of English is better than others. However, most native speakers cannot explain the rules and mechanism of standard English, which leaves international students often feeling frustrated and lowers their confidence in English writing and speaking. Code-meshing and translingual pedagogies advocate that all Englishes are equally important, and the rhetorical practices of the language should be the focus of English language learning. This project focuses on three principles for teachers to practice code-meshing pedagogy and ...
This study examined an in-service teacher’s enactment of code-meshing and code-switching pedagogies in a clinical summer reading clinic, as a requirement for a reading specialist program. Thus, the enactment of code-meshing pedagogies was based upon embracing the students’use of African American English (AAE)in academic writing contexts and during the reading of texts with AAE features.The study examined code-switching pedagogies and acceptance of a third grade student’s use of AAE in informal writing contexts and translating to Standard American English (SAE) for formal writing contexts.An examination of field-notes,formal teacher and student interviews, and formal and informal writing samples revealed the student’s understanding of distinctions between formal and informal English. Furthermore, critical language awareness emerged upon offering the student the option of writing a published book in SAE or AAE. Results suggest a need for teachers to respect language features on behalf of language minority students, to make distinctions and provide a balance between formal and informal writing and speaking conventions, while embracing the use of AAE in academic writing and reading contexts
The New English Language Standards: Issues• In Proficiency Curriculum Professionalism
This article presents a description and discussion of the new K-12 English Language Proficiency (ELP) Standards from Minnesota and the WIDA Consortium Standards which Wisconsin is adopting. Issues in their implementation are outlined from the perspective of content-based instruction (CBI), local curriculum control and collaboration among teachers.
L1 Educational Studies in Language and Literature, 2014
The K-12 student population in many English-dominant countries is becoming increasingly diverse. In the United States, the number of English Language Learners (ELLs) has increased significantly over the past two decades. This increase leads educators to consider the professional preparation of English/literacy teachers to work with ELLs, especially in the area of writing instruction. Yet this student population is consistently ignored when content standards are conceptualized. This was the case with the Common Core State Standards (CCSS) in English Language Arts, which were designed for a general student population, and provide little guidance for English/literacy teachers who have ELLs in their classrooms. This article highlights key concepts that students, and English/literacy teachers, would need to know in the area of writing. We then conceptualize what the CCSS are missing in regards to the English/literacy teacher knowledge base for teaching writing to ELLs.