Translingual Pedagogical Perspectives

Description

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
 
  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. “Many presentations and papers on translingual approaches to writing call for work such as this, and the research methods and assignment appendixes will be useful to many teacher-scholars interested in engaging translingual approaches in their teaching and research.”—Vanessa Kraemer Sohan, Florida International University  

Julia E. Kiernan is assistant professor of communication at Lawrence Technological University. Her publications have appeared in a number of edited collections and journals, including Composition Studies, Communication & Language at Work, and L1-Educational Studies in Language and Literature.

Alanna Frost is associate professor at the University of Alabama Huntsville. Her work has been published in College Composition and Communication and Critical Education.

Suzanne Blum Malley is provost at Methodist University. She served as an executive board member (2015–2019) and chair (2017–2018) of the Literacy Studies Forum for the Modern Language Association and has served on the executive committee of the Computers & Writing Graduate Research Network since 2011.

Additional information

Dimensions	1 × 6 × 9 in