Rethinking Translingualism in College Composition Classrooms: A Digital Ethnographic Study of Multilingual Students' Written Communication across Contexts

Autor/in	Zhang-Wu, Qianqian
Titel	Rethinking Translingualism in College Composition Classrooms: A Digital Ethnographic Study of Multilingual Students' Written Communication across Contexts
Quelle	In: Written Communication, 40 (2023) 1, S.145-174 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/07410883221127208
Schlagwörter	Multilingualism; Writing (Composition); Code Switching (Language); Translation; Social Environment; Academic Language; Language Usage; Social Media; Chinese; English (Second Language); Bilingualism; Freshman Composition; College Freshmen; Second Language Learning; Student Attitudes; Foreign Students + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Schreibübung; Soziales Umfeld; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachgebrauch; Soziale Medien; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Studienanfänger; Zweitsprachenerwerb; Schülerverhalten
Abstract	It is important to understand multilingual students' lived experiences and sense-making in their everyday written communication before rethinking the implementation of translingual writing in college composition classrooms. Unpacking multilinguals' written communication across social and academic contexts, this exploratory qualitative study integrates digital ethnographic and interview methods to examine the first-semester communication experiences of 10 undergraduate students. The findings indicate that while participants engaged in translingual written communication as part of their lived experiences in social contexts, they were reluctant to draw upon their home language in academic settings. Based on the findings, I discuss the pedagogical implications of supporting multilingual students in college composition classrooms. I argue that instructors must reposition themselves as co-learners together with their multilingual students to enact a translingual stance in academic settings and reimagine meaningful written communication beyond English-only. This study sheds light on rethinking the pedagogical practices around implementing translingualism in college composition. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01