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Crossing divides : exploring translingual writing pedagogies and programs / edited by Bruce Horner, Laura Tetreault.
- Format:
- Book
- Language:
- English
- Subjects (All):
- English language--Rhetoric--Study and teaching (Higher)--United States.
- English language.
- Multilingualism--United States.
- Multilingualism.
- Critical pedagogy--United States.
- Critical pedagogy.
- English language--Rhetoric--Study and teaching (Higher).
- United States.
- Intercultural communication--United States.
- Intercultural communication.
- Sociolinguistics--United States.
- Sociolinguistics.
- Physical Description:
- 1 online resource (vi, 216 pages.)
- Place of Publication:
- Logan : Utah State University Press, [2017]
- System Details:
- text file
- Summary:
- Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of leathers' and program directors' efforts in a variety of settings, as well as nuanced responses 10 these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Book jacket.
- Contents:
- Introduction / Bruce Horner and Laura Tetreault
- Toward a new vocabulary of motives and dispositions : addressing the literacy needs of novice writers in a translingual world / Juan Guerra and Ann Shivers-McNair
- Translingual practice, ethnic identities, and voice in writing / Sara Alvarez, Suresh Canagarajah, Eunjeong Lee, Jerry Lee, and Shakil Rabbi
- Enacting a translingual writing program : two courses, two countries, two universities, one student community / William Lalicker
- Who owns English in South Korea? / Patricia Bizzell
- Teaching translingual agency in iteration : rewriting difference / Bruce Horner
- Disrupting monolingual ideologies in a community college : a translingual studio approach / Katie Malcolm
- Using writing assessment to create the conditions for translingual pedagogies / Asao B. Inoue
- Seizing an opportunity for translingual FYC at the University of Maine : provocative complexities, unexpected consequences / Dylan Dryer and Paige Mitchell
- Approaching translingualism in a "global" university / Chris Gallagher and Matt Noonan
- Crossing, or creating, divides? : a plea for transdisciplinary scholarship / Christine M. Tardy
- Ins and outs of translingual writing studies / Thomas Lavelle
- Language difference and translingual enactments / Kate Mangelsdorf.
- Notes:
- Includes bibliographical references and index.
- Electronic reproduction. New York Available via World Wide Web.
- Description based on print version record.
- ISBN:
- 9781607326205
- 1607326205
- Publisher Number:
- 40027363383
- Access Restriction:
- Restricted for use by site license.
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