Whose ‘Crisis in Language’? Translating and the Futurity of Foreign Language Learning

Gramling, David; Warner, Chantelle

doi:10.5070/l28430212

Cited by 8 publications

(5 citation statements)

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“…The spaces enabled by digital communications media also often bring together participants from different countries and different language communities and thus new literacy practices are also pushing FL educators to confront the multilingual reality of the contemporary communities in which learners are likely to participate (see Androutsopoulos, ; de Nooy, ; Warner & Chen, ). Future research will need to continue to explore the possible affordances of digital literacy practices as well as the potential role of translingual pedagogical practices in the FL classroom (Creese & Blackledge, ; Gramling & Warner, ).…”

Section: Emergent Discussion: Toward More Critical Literaciesmentioning

confidence: 99%

Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond

Warner

Dupuy

2018

Foreign Language Annals

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In recent years, literacy has emerged as a key critical term in foreign language (FL) teaching and learning. This essay reflects on the history of literacy and on current developments, in particular those related to the development of multiliteracies paradigms. The article concludes with a discussion of emergent topics related to literacy and language teaching and suggests ways in which research in these domains is posing new questions for the field of FL education.

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Section: Emergent Discussion: Toward More Critical Literaciesmentioning

confidence: 99%

Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond

Warner

Dupuy

2018

Foreign Language Annals

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“…Bawarshi and Reiff (2010), among others, have noted how recontextualization "is akin to translation" (p. 93). While cross-lingual translation has long been banished from the language classroom (Carreres & Noriega-Sánchez, 2011;Pennycook, 2008), scholars have recently displayed a renewed interest in its possible uses in foreign language teaching (e.g., Colina & Lafford, 2017;Cook, 2010;Gramling & Warner, 2016) and composition studies (e.g., Horner & Tetreault, 2016;Kiernan et al, 2016;McCarty, 2018; see also Gentil, 2018). Connor (2011) has further considered the productive connections between translation studies, an area of study that is especially prominent in Europe, and intercultural rhetoric, which adopts a dynamic, nonessentialist view of culture to understand how writers navigate linguistic and cultural differences.…”

Section: Applicationsmentioning

confidence: 99%

Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework

Tardy

Sommer-Farias

Gevers

2020

Written Communication

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Increased attention to genre in writing studies has brought a proliferation of new terms and concepts for capturing the complexity of writers’ knowledge about genres, including genre knowledge, genre awareness, recontextualization, conditional knowledge, and metacognition. Definitions of these concepts have at times conflicted, and their interrelationships are often unclear. Furthermore, scholarship has tended to overlook the role of multiple languages in writers’ genre knowledge. In this article, we first trace the use of related terminology and demonstrate the need for theoretical clarity. We then propose a theoretical framework that articulates key layers of genre knowledge and their interrelations, presuming a multilingual writer. Finally, we share examples of how this proposed framework may be used in teaching and researching genre knowledge. Ultimately, we aim to contribute to ongoing theoretical, empirical, and pedagogical explorations and applications of knowing and learning genres.

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“…Bi/multilingualism has existed in some form or another in every human society since the earliest civilizations (Baker and Wright 2017). The study of bi/multilingualism, however, emerged as a formal area of inquiry in tandem with the construction of the monolingual nation state in 19th-20th-century Europe (Baker and Lewis 2015;Gramling 2016). At that time, linguistic heterogeneity was perceived to be an impediment to the aims of the nation.…”

Section: Historical Perspectivesmentioning

confidence: 99%

“…Colonization spread these language ideologies throughout the world and, in spite of the multilingual reality of most human societies, normalized monolingualism for the national subject (Flores 2013). Ironically, this "invention" of monolingualism (Gramling 2016) and of the "native" speaker enabled the framing of bi/ multilingualism as marked and therefore worthy of study.…”

Section: Historical Perspectivesmentioning

confidence: 99%

The Routledge Handbook of Translation and Education

Laviosa¹,

González-Davies²

2019

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Routledge is an imprint of the Taylor & Francis Group, an informa business © 2020 selection and editorial matter, Sara Laviosa and Maria González-Davies; individual chapters, the contributors The right of Sara Laviosa and Maria González-Davies to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.With the exception of Chapters 4, 25 and 26, no part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Chapters 4, 25 and 26 of this book are available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

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Whose ‘Crisis in Language’? Translating and the Futurity of Foreign Language Learning

Cited by 8 publications

References 13 publications

Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond

Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond

Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework

The Routledge Handbook of Translation and Education

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