Translingual Pedagogical Perspectives : Engaging Domestic and International Students in the Composition Classroom

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 Contents Foreword | Ellen Cushman Introduction | Alanna Frost, Julia Kiernan, and Suzanne Blum Malley Part I: Enacting Translingual Pedagogies in First-Year Composition 1. Addressing Monolingual Dispositions with Translingual Pedagogy | Ghanashyam Sharma 2. Criteria-Mapping Activities and the Transformation of Student-Teacher Relations in the Composition Classroom | Daniel V. Bommarito and Emily Cooney 3. Unity in Diversity: Practicing Translingualism in First-Year Writing Courses | Ming Fang and Tania Cepero Lopez 4. Keepin’ It Real: Developing Authentic Translingual Experiences for Multilingual Students | Norah Fahim, Bonnie Vidrine-Isbell, and Dan Zhu 5. An Integrative Translingual Pedagogy of Affirmation and Resource Sharing | Gregg Fields 6. “Hay un tiempo y un lugar para todo”: Literacy Autobiographies and the Cultivation of Translingual Rhetorical Sensibilities | Esther Milu and Mathew Gomes Part II: Enacting Translingual Pedagogies in Interdisciplinary Spaces 7. Writing on the Wall: Teaching Translingualism through Linguistic Landscapes | Mark Brantner 8. Following Labors of Recontextualization: Toward a Pedagogy of Translingual Mapping | Brice Nordquist 9. Writing-Theory Cartoon: Toward a Translingual and Multimodal Pedagogy | Xiqiao Wang 10. Translingualism as Pedagogical Methodology for Preservice Teachers and Peer Writing Consultants in Training | Naomi Silver 11. A Framework for Linguistically Inclusive Course Design | Julia Kiernan Afterword | Thomas Lavalle Index About the Authors "Addresses the movement toward translingualism in writing classrooms and demonstrates pedagogical strategies faculty can take to represent domestic and international students' perspectives. Contributors explore approaches used by diverse programs, insisting traditional strategies need to be reimagined if they are to engage the growing number of diverse learners"-- Provided by publisher