Enacting Translingual Writing Pedagogy: Structures and Challenges for Two Courses in Two Countries

Lalicker, William B.

doi:10.7330/9781607326205.c003

Cited by 2 publications

(1 citation statement)

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“…Within our more global context, it is becoming crucial for departments like DDH to nd effective ways to make meaning across various languages, cultures, and educational backgrounds. One particularly effective approach to doing so has been developed by language and education scholars (see especially Canagarajah 2002Canagarajah , 2011Canagarajah , 2013Lu, 2004;Horner, 2010;Horner, Lu, & Matsuda, 2010;Horner & Tetreault, 2017;Lalicker, 2017) over the past two decades: a pedagogy of translanguaging (to borrow from Canagarajah (2011)). The idea behind this pedagogy is to better include an ever-more global student cohort for deeper learning and research.…”

Section: Introductionmentioning

confidence: 99%

Better Inter-Disciplinary Education through a Pedagogy of Translanguaging

Kelley

2022

Preprint

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The work of Digital Humanities has evolved into an interdisciplinary exploration of media, technology and culture. Adding to this unique discipline are the ever-more global and multicultural composition of students at institutions of higher education throughout the U.K. Given this more global context, it is becoming crucial for Digital Humanities departments to find effective ways to make meaning across various languages, cultures, and educational backgrounds. In response to this context, we propose a pedagogy of translanguaging. The goal behind this pedagogy is to better include an ever-more global student cohort for deeper learning and research. Our paper will explore data collected through focus groups and highlight areas where students and staff acknowledge the possibilities of translingual practice. We will also simultaneously evaluate perceived and actual barriers limiting the full enactment of these practices. Ultimately, we provide a list of recommendations for developing more equitable and accessible programs of study for the ever-more global student cohorts in U.K. higher education.

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Section: Introductionmentioning

confidence: 99%

Better Inter-Disciplinary Education through a Pedagogy of Translanguaging

Kelley

2022

Preprint

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Exploring the Translingual Approach to English as a Foreign Language Writing in China

Wang¹

2022

IJE

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The translingual approach has become an increasingly popular pedagogy in writing education to respond to linguistic diversity in the past decade. It emphasizes nonstandard language varieties and encourages learners to employ all linguistic repertoire. Writing scholars and educators proposed various research from different viewpoints to investigate how the approach can affect writing pedagogy and practice. However, so far, limited attention has been given to the potential influence of translingual writing in China’s classrooms. Exploring the young and fast-growing landscape is necessary, and adapting the translingual approach to the Chinese context. To fill the gap, the purpose of this paper is to present a critical review of the literature investigating translingual writing in China. Hopefully, the paper can facilitate the English as a foreign language (EFL) writing instructors who plan to adopt a translingual approach in China.

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Enacting Translingual Writing Pedagogy: Structures and Challenges for Two Courses in Two Countries

Cited by 2 publications

References 4 publications

Better Inter-Disciplinary Education through a Pedagogy of Translanguaging

Better Inter-Disciplinary Education through a Pedagogy of Translanguaging

Exploring the Translingual Approach to English as a Foreign Language Writing in China

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