Negotiating Voice in Translingual Literacies: From Literacy Regimes to Contact Zones

Autor/inn/en	Canagarajah, Suresh; Matsumoto, Yumi
Titel	Negotiating Voice in Translingual Literacies: From Literacy Regimes to Contact Zones
Quelle	In: Journal of Multilingual and Multicultural Development, 38 (2017) 5, S.390-406 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2016.1186677
Schlagwörter	Sociolinguistics; Global Approach; Literacy; Non Western Civilization; Teacher Student Relationship; Case Studies; Foreign Countries; Cultural Background; Teaching Methods; Action Research; Academic Discourse; Multiple Literacies; Writing Skills; Asians; Graduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Writing Instruction; Student Attitudes; Writing Processes; Discourse Analysis; Personal Narratives; Teacher Researchers + Suchen Sie Ihr Suchwort? Soziolinguistik; Globales Denken; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Discourse; Diskurs; Writing skill; Schreibfertigkeit; Asian; Asiat; Asiatin; Asiaten; Asiate; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Schülerverhalten; Diskursanalyse; Erlebniserzählung; Lehrerforschung
Abstract	Voice in mobile texts has received attention lately among scholars in literacy, sociolinguistics, and rhetoric. Some sociolinguists of globalisation have argued that uptake is shaped by the norms of each literacy regime. Though texts of non-western communities will gain positive uptake in local literacy regimes according to their own norms and resources, they are considered silenced in translocal contexts where elite norms and resources are legitimised. In this article, we analyse the ways in which a Japanese student and her instructor negotiated voice in an American university-level writing course. The case study, deriving from teacher research, shows how both the instructor and the student negotiated uptake for a voice that merged the resources from the student's own cultural background and the dominant conventions of academic literacies. What made this translingual textual realisation possible was the design of the classroom as a contact zone, along the definition of Mary Louise Pratt. Such a pedagogy provides ecological affordances for the negotiation of competing norms and the emergence of new genres. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01