Advancing a Transnational, Transdisciplinary and Translingual Framework: A Professional Development Series for Teaching Assistants in Writing and Spanish Programs

Autor/inn/en	Cavazos, Alyssa G.; Hebbard, Marcela; Hernández, José E.; Rodriguez, Crystal; Schwarz, Geoffrey
Titel	Advancing a Transnational, Transdisciplinary and Translingual Framework: A Professional Development Series for Teaching Assistants in Writing and Spanish Programs
Quelle	In: Across the Disciplines, 15 (2018) 3, S.11-27 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Writing Instruction; Writing (Composition); Writing Across the Curriculum; Faculty Development; Teaching Assistants; Spanish; Graduate Students; Research Assistants; Graduate Study; Writing Assignments; Bilingual Education; Multicultural Education; English (Second Language); Second Language Learning; Texas + Suchen Sie Ihr Suchwort? Schreibunterricht; Schreibübung; Spanisch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forschungspersonal; Bilingual teaching; Bilingualer Unterricht; Multikulturelle Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Considering the need for writing and language programs to develop translingual and transdisciplinary pedagogies for teacher development at the graduate level (Canagarajah, 2016; Williams & Rodrigue, 2016), the authors examine the design of a multilingual pedagogy professional development series for first-year Spanish and Writing teaching assistants (TAs). As designers of and participants in the series, the authors explore the benefits and challenges inherent in transdisciplinary and translingual conversations and discuss implications for teaching and research in language and writing instruction and teacher development. In order to advance transdisciplinary and translingual approaches as a new normal in composition studies (Tardy 2017; Horner, NeCamp, and Donahue 2011), the authors hope to provide a professional development framework that adapts to the linguistic realities of different institutional contexts and students' lived language experiences. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01