Creating A Transnational Space In The First Year Writing Classroom

Download or read book Creating a Transnational Space in the First Year Writing Classroom written by W. Ordeman and published by Vernon Press. This book was released on 2021-05-04 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the first twenty years of the new millennium, many scholars turned their attention to translingualism, an idea that focuses on the merging of language in distinct social and spatial contexts to serve unique, mutually constitutive, and temporal purposes. This volume joins the more recent shift in pedagogical studies towards an altogether distinct phenomenon: transnationalism. By developing a framework for transnational pedagogical practice, this volume demonstrates the exclusive opportunities afforded to freshmen writers who write in transnational spaces that act as points of fusion for several cultural, lingual, and national identities. With reference to recent works on translingualism and transnationalism, this volume is an attempt to conceptualize effective writing pedagogy in freshman writing courses, which are becoming more and more transnational. It also provides educators and first year writing administrators with practical pedagogical tools to help them use their transnational spaces as a means of achieving their desired learning outcomes as well as teaching students threshold concepts of composition studies. This volume will be particularly useful for first year writing faculty at colleges and universities as well as writing program administrators to create a more effective curriculum that addresses these needs in classroom settings. All scholars with a doctorate in Rhetoric and Composition, English as a Second Language, Translation Studies, to name a few, will also find this a valuable resource.

Download or read book Translingual Identities and Transnational Realities in the U.S. College Classroom written by Heather Robinson and published by Routledge. This book was released on 2020-02-18 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring the roles of students’ pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students’ perspectives, voices, and agency as integral to the subject. Providing an original reconsideration of the impact of translanguaging, this book examines both transnationality and translinguality as ubiquitous phenomena that affect students’ lives. Demonstrating that students are the experts of their own language practices, experiences, and identities, the authors argue that a proactive translingual pedagogy is more than an openness to students’ spontaneous language variations. Rather, this proactive approach requires students and instructors to think about students’ holistic communicative repertoire, and how it relates to their writing. Robinson, Hall, and Navarro address students’ complex negotiations and performative responses to the linguistic identities imposed upon them because of their skin color, educational background, perceived geographical origin, immigration status, and the many other cues used to "minoritize" them. Drawing on multiple disciplinary discourses of language and identity, and considering the translingual practices and transnational experiences of both U.S. resident and international students, this volume provides a nuanced analysis of students’ own perspectives and self-examinations of their complex identities. By introducing and addressing the voices and self-reflections of undergraduate and graduate students, the authors shine a light on translingual and transnational identities and positionalities in order to promote and implement inclusive and effective pedagogies. This book offers a unique yet essential perspective on translinguality and transnationality, and is relevant to instructors in writing and language classrooms; to administrators of writing programs and international student support programs; and to graduate students and scholars in language education, second language writing, applied linguistics, and literacy studies.

Download or read book Literacy Autobiographies from the Global South written by Shizhou Yang and published by Taylor & Francis. This book was released on 2022-12-30 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective. The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners’ and teachers’ sense of self in ever expanding dialogical spaces. In addition to highlighting teachers’ own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development. Validating and expanding student voices by presenting these literacy autobiographies, this book will be of great interest to researchers and students in the fields of TESOL, applied linguistics, English language teaching, second language writing, and literacy studies.

Download or read book Transnational Writing Program Administration written by David S. Martins and published by University Press of Colorado. This book was released on 2015-03-15 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

Download or read book The Weaponizing of Language in the Classroom and Beyond written by Kisha C. Bryan and published by Walter de Gruyter GmbH & Co KG. This book was released on 2023-12-04 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this edited volume, language weaponization — or the weaponization of language — is used to describe the process in which words, discourse, and language in any form can be used to inflict harm on others. The term harm is of vital importance because it refers to how specific groups of people are affected by ideologies and practices that normalize inequity and injustice in their environments. The contributions in this book explore how language ideologies, practices, and policies can physically, emotionally, socially, and/or economically disadvantage or harm minoritized individuals, as well as their cultures and languages.

Download or read book Transnational Writing Education written by Xiaoye You and published by Routledge. This book was released on 2018-06-13 with total page 403 pages. Available in PDF, EPUB and Kindle. Book excerpt: Arguing that writing teachers need to enable students to recognize, negotiate with, deconstruct, and transcend national, racial, ethnic, and linguistic boundaries, this volume proposes a "transnational" framework as an alternative approach to literacy education and as a vital component to cultivating students as global citizens. In a field of evolving literacy practices, this volume builds off the three pillars of transnational writing education—translingualism, transculturalism, and cosmopolitanism—and offers both conceptual and practice-based support for scholars, students, and educators in order to address current issues of inclusion, multilingual learning, and diversity.

Download or read book Local Research and Glocal Perspectives in English Language Teaching written by Rubina Khan and published by Springer Nature. This book was released on 2023-01-01 with total page 486 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of recent trends and developments in the field of English language education. It showcases research endeavors from a heterogenous group of scholars from different parts of the world and brings together perspectives from both experienced and emerging scholars. This book provides a platform for established as well as emerging practitioners and scholars in the field of English Language Teaching to share their research. It synthesizes local expertise and culture with innovative ideas from other contexts and brings theory and practice together in one volume.