Edited by Alanna Frost, Julia Kiernan, and Suzanne Blum Malley
Copy edited by Don Donahue. Designed by Mike Palmquist.
Working within the framework of translanguaging, the contributors to this collection offer nuanced explorations of how translingual dispositions can be facilitated in English-medium postsecondary writing programs and classrooms. The authors and editors comprise a wide array of writing scholars from diverse teaching and learning contexts with a corresponding array of institutional, disciplinary, and pedagogical expectations and pressures. The work shared in this collection offers readers cases of translingual dispositions that consider the personal, pedagogical, and institutional challenges associated with the adoption of a translingual disposition and interrogate academic translingual practices in U.S. and international English-medium settings.
Introduction, Alanna Frost, Julia Kiernan, and Suzanne Blum Malley
Part 1: Multilingual Students Experiences in English-Medium Classrooms
1. Developing Translingual Language Representations: Implications for Writing Pedagogy, Nancy Bou Ayash
2. Artifacts and their Agents: Translingual Perspectives on Composing Processes and Outputs, Shireen Campbell, Rebeca Fernandez, and Kyosung Koo
3. Expectations, Mismatches, and Translingual Dispositions in Teaching Multilingual Students, Lilian W. Mina and Tony Cimasko
4. Translingual Approaches as Institutional Intervention: Implementing the Single-Language Writing Group, Yu-Kyung Kang
Part 2: Investigations of Deliberately Translingual Pedagogy
5. Translingual Pedagogy and Anglophone Writing Instruction in a Swedish Department of History, Thomas Lavelle and Maria Ågre
6. Mapping Translingual Literacies: Encouraging and Enacting Translingual Perspectives of Literate Life, Kevin Roozen
8. When Multimodal Meets the Translingual: Case Studies from an Experiment with a Multiliterate Composition Pedagogy in a Globalized Writing Classroom, Santosh Khadka
Part 3: Translanguaging Practices
9. Expressions of Monolingual Ideology and Translingual Practice in an Online International Collaboration Project, Zsuzsanna Bacsa Palmer
10. Arabic, as a Home Language, Acts as a Resource in an English Writing Class: Borrowing Translation Strategies in a First Year Writing Course, Rula Baalbaki, Juheina Fakhreddine, Malaki Khoury, and Souha Rima
11. Developing Translingual Dispositions to Negotiate Gatekeeping in the Graduate Writing Center, Sarah Summers
12. Enacting Linguistic Justice: Transnational Scholars as Advocates for Pedagogical Change, Ligia A. Mihut
Afterword. Postmonolingual Projections: Translating Translinguality, Bruce Horner
Alanna Frost is Associate Professor at the University of Alabama Huntsville. Her work is invested in the intersections of students' communicative realities, English-education practice, and English-language policy. Such investments have resulted in publications centered on community members' literacy practices in College Composition and Communication and Critical Education. She served as a founding executive committee member of the Rhetoric, Composition, and Writing Studies (RCWS) Literacy Studies Forum of the Modern Language Association (2015-2020, chair 2019, secretary 2018).
Julia E. Kiernan is Assistant Professor of Communication at Lawrence Technological University. Her scholarly interests include pedagogical and curricular design across the digital humanities, translingual and transnational writing, science communication, and STEAM education. She currently directs and coordinates the GREEN program—a clustering of interdisciplinary, environmental-focused courses—at her home institution. 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.
Suzanne Blum Malley is Provost and Professor of English and Writing at Methodist University. Her scholarly interests include multilingual and digital/multimodal literacies and globally networked learning environments. She served as a founding executive committee member of the Rhetoric, Composition, and Writing Studies (RCWS) Literacy Studies Forum of the Modern Language Association (2015–2019, chair 2018, secretary 2017). Her recent publications include “Ludic is the New Phatic: Making Connections in Global, Internet-mediated Learning Environments” in Thinking Globally, Composing Locally.
Publication Information: Frost, Alanna, Kiernan, Julie, & Blum Malley, Suzanne. (Eds.). (2020). Translingual Dispositions: Globalized Approaches to The Teaching of Writing. International Exchanges on the Study of Writing. The WAC Clearinghouse; University Press of Colorado. https://doi.org/ https://wac.colostate.edu/books/international/translingual/
Digital Publication Date: June 2, 2020
Print Publication Date: November 2020
ISBN: 978-1-64215-043-8 (PDF) | 978-1-64215-100-8 (ePub) | 978-1-64642-103-9 (pbk.)
Series Editors: Terry Myers Zawacki, George Mason University; Magnus Gustafsson, Chalmers University of Technology; Joan Mullin, University of North Carolina at Charlotte; and Federico Navarro, Universidad de Buenos Aires and Universidad de Chile.
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2020 Alanna Frost, Julia Kiernan, and Suzanne Blum Malley and the authors of the individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 318 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in PDF and ePub formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.