Title

Exploring translanguaging events through a multilingual writing course design

Document Type

Article

Publication Date

3-3-2022

Abstract

The article describes the translingual theoretical underpinnings guiding the design of a multilingual writing course. The course was offered at The University of Texas Rio Grande Valley, a Hispanic Serving Institution. The design of the course challenged monolingual ideologies in academic writing through community partnerships with non-profit community organisations committed to social justice on the US-Mexico border region. I explore translingual pedagogies in community partnerships as an approach to build students’ linguistic awareness of monolingual, multilingual, and translingual ideologies (Ayash, N. B. (2019). Toward translingual realities in composition: (Re)working local language representations and practices. Utah State University Press). Through reflections on my course design, specifically the syllabus design, introductory activities, and major course projects, I explore teaching practices that fostered self-reflection on language choices. Through translingual dispositions, we can highlight multilingual students’ abilities to negotiate, resist, and question languages as they advocate for social issues that affect their communities through writing, research, and collaboration.

Comments

© 2022 Informa UK Limited, trading as Taylor & Francis Group

https://www.tandfonline.com/share/THID4FQ2UEKVAXPIHK5S?target=10.1080/07908318.2022.2047195

Publication Title

Language, Culture and Curriculum

DOI

10.1080/07908318.2022.2047195

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