Developing an Understanding of Translingual Writing: A Resource for Graduate Educators

Autor/in	Silva, Tony
Titel	Developing an Understanding of Translingual Writing: A Resource for Graduate Educators
Quelle	(2021), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; Graduate Students; Writing Instruction; Seminars; Interdisciplinary Approach; Code Switching (Language); Course Descriptions; Bibliographies; Writing Research; Applied Linguistics; Second Language Learning; Second Language Instruction; Native Language; Civil Rights; Black Dialects; Multilingualism; Literature; Authors; Language Usage; Writing (Composition); Teaching Methods; Language Styles; English (Second Language); Decision Making + Suchen Sie Ihr Suchwort? Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibunterricht; Seminar; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kursstrukturplan; Schreibforschung; Linguistics; Linguistik; Angewandte Linguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Bürgerrechte; Grundrechte; Zivilrecht; Mehrsprachigkeit; Multilingualismus; Literatur; Author; Autor; Autorin; Sprachgebrauch; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachstil; English as second language; English; Second Language; Englisch als Zweitsprache; Decision-making; Entscheidungsfindung
Abstract	Via an account of the genesis, development, and enactment of a seminar in translingual writing, this paper represents an attempt to indicate the extensive amount and interdisciplinary nature of the knowledge that one needs to be familiar with in order to develop a rich and nuanced understanding of the phenomenon as well as to provide a resource for faculty interested in developing such a course or for faculty or graduate students to use for self-study in this area. Specifically, the paper (1) addresses the motivation for the development of the course and provides a description of the course and its context; (2) identifies and briefly describes required and additional readings--classified by their disciplinary orientations (specifically, literary studies, dialectology/black English vernacular, applied linguistics, rhetoric and composition, and translanguaging); (3) offers an extensive set of questions for discussion based on the readings and on issues frequently raised in class--including terminology, language, difference, disciplinarity, instruction, and consequences of adopting a translingual approach to writing; and (4) provides an extensive bibliography of work in the area of translingual writing. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01