Teaching Translingual Agency in Iteration: Rewriting Difference

Horner, Bruce

doi:10.7330/9781607326205.c005

Cited by 10 publications

(14 citation statements)

References 8 publications

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“…In this study, the experiences of the undocumented multilingual young adults with translation resonate with Horner and Tetreault (2016) and Horner (2017) in that translation practice indeed proves a productive form of interrogating monolingualist language ideologies, and how each iteration of language that may appear as the "same" re-constructs "difference." At the same time, data on how translation practice emerged for these writers, and how they understood it, suggests the importance of highlighting how racialized lived experiences yield different social interactions in translation.…”

Section: Racialized Bilinguals On Translation: "I've Been Translatingsupporting

confidence: 75%

“…Miguel uses the term "echo through different versions," while Angie discusses "resonating" through language and cultural differentials. Additionally, Miguel's theory of translation concurs with Horner's (2017) argument The video received more than 60,000 views in one site alone.…”

Section: Miguel Tells Mementioning

confidence: 71%

“…All writers become more aware of and "take responsibility" for how their affinity to specific moves reasserts or challenges ideologies of language standardization in writing so that they may begin to view these manifestations of language "sameness" or "difference" as largely ideological, situated, and navigable. Additionally, Horner (2017) clarifies that in engaging the practice of translation in the writing classroom, instructors should emphasize repeated and varied translation rather than unidirectional translation. In a classroom setting, Horner suggests that students Produce several viable yet different translations of a single common word or phrase in English related to their work as students, consulting not only ordinary dictionaries in English to consider variant meanings but also the Oxford English Dictionary to build on the range of meanings over time and their etymological relation to terms in other languages.…”

Section: (P 18)mentioning

confidence: 99%

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Conciencia bilingüe : the multilingual and academic writing practices of undocumented immigrant activists.

Alvarez¹

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and pressing ideas. I also thank my father, Jairo, for his humble and strongly rooted philosophies. And I thank Nico, my brother, for his immense cool and powerful sociologist observation of our immigrant lives. Steven Alvarez, my life partner, thank you for placing your trust and confidence in my wildest dreams and for sharing a sustained commitment to our immigrant and bilingual U.S. communities. La vida es más bonita contigo de mi lado.

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Section: Racialized Bilinguals On Translation: "I've Been Translatingsupporting

confidence: 75%

Section: Miguel Tells Mementioning

confidence: 71%

Section: (P 18)mentioning

confidence: 99%

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Conciencia bilingüe : the multilingual and academic writing practices of undocumented immigrant activists.

Alvarez¹

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“…Completing the course with a submission-ready portfolio, participants ideally will develop, among other educational goals, their ability to work with these genres across linguistic, cultural, national, or disciplinary boundaries. Both the general design of this format and one of the key methods to achieve these educational goals are based on Horner's (2017) argument for mixed-language writing and especially translation and double translation as translingual pedagogical practices.…”

Section: Introductionmentioning

confidence: 99%

“…Yet such challenges can be addressed by juxtaposing analyses of models and emulations of the presumed standard or norm with instructional methods such as translation and double translation. The methods proposed by Horner (2017) could help some multilingual students to develop a sense of agency, linguistic or otherwise, at a stage when their future career trajectory may seem beyond their control. The hybrid format also aims to foster a "disposition to openness and inquiry" (Horner et al, 2011, p. 311).…”

Section: Introductionmentioning

confidence: 99%

Preparing Postgraduates for the Profession: Toward Translingual Pedagogical Practices in Advanced Graduate Student Writing Instruction in Germany

Edlich

2020

JoAW

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Contributing to the literature on translingual pedagogies outside the US or Canada, this article discusses the design of a hybrid instructional format for advanced multilingual doctoral students and post-doctoral researchers offered by a bilingual writing center at a mid-sized university in Germany. Meant to prepare for future careers in academia and professional demands in different national, cultural, and linguistic environments, this format gives participants the opportunity to explore academic genres that tend to receive less attention in graduate education than journal articles, book chapters, or others needed to complete degree requirements. By the end of the course, participants will have a submission-ready portfolio including an academic CV, a job letter, a (sample) letter of recommendation, and teaching and diversity statements. To achieve these specific outcomes and to develop the advanced professional academic writing competencies needed in multicultural and multilingual contexts, participants will have to draw on their diverse linguistic backgrounds and prior experiences in these kinds of settings. Informed also by other recent theoretical and empirical work on translingualism and translingual pedagogies in global contexts, this format adopts the use of translation proposed by Horner (2017) to move beyond the monolingual and, to a lesser extent, the multilingual paradigms. While it has yet to be tested empirically, the design represents an alternative to more traditional (and usually monolingual) modes of instruction. This article concludes by discussing limitations and implications of the approach to translingual pedagogies taken here.

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“Like special oriental spices added into Western food”: An ecological study of an EFL student's literacy autobiography and its pedagogical implications

Yang

2022

TESOL Journal

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Little is known about literacy autobiography (LA) in the English as a foreign language (EFL) context. Using the triad of translingualism, transnationalism, and investment as a lens to examine the classroom writing ecology (which is composed of the participants, process, artifacts, and structure), the present ethnographic case study explores a Chinese graduate student's LA writing in a writing course for translators. Data include multiple drafts, weekly journals, interviews, and course documents. The researcher found that the classroom writing ecology had a great impact on the student's LA writing. Although transnationalism did not directly motivate her to invest in LA writing, it informed her writing in significant ways, and her sustained investment in LA writing culminated in strong signs of translingualism in her final draft. This study contends that translingualism and transnationalism are both relevant in EFL literacy education. It also contributes new knowledge on the pedagogical use of LA to facilitate EFL learners' acquisition of academic literacy and to nurture their translingual subjectivity. In adopting LA in EFL writing education, teachers are encouraged to provide a classroom writing ecology that supports multilingual students' LA‐mediated identity work by embracing a resource perspective on students' prior literacy experiences, a dialogical pedagogy, and a research‐oriented, multidraft approach.

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Teaching Translingual Agency in Iteration: Rewriting Difference

Cited by 10 publications

References 8 publications

Conciencia bilingüe : the multilingual and academic writing practices of undocumented immigrant activists.

Conciencia bilingüe : the multilingual and academic writing practices of undocumented immigrant activists.

Preparing Postgraduates for the Profession: Toward Translingual Pedagogical Practices in Advanced Graduate Student Writing Instruction in Germany

“Like special oriental spices added into Western food”: An ecological study of an EFL student's literacy autobiography and its pedagogical implications

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