Responding to the Call for Multi/Translingual Approaches to Writing Instruction: A Review of Recent Post-Secondary Translanguaging Studies

Autor/inn/en	McBride, Alexis; Jiménez, Robert T.
Titel	Responding to the Call for Multi/Translingual Approaches to Writing Instruction: A Review of Recent Post-Secondary Translanguaging Studies
Quelle	In: Journal of College Reading and Learning, 51 (2021) 4, S.303-321 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McBride, Alexis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2021.1878073
Schlagwörter	Multilingualism; Writing Instruction; Two Year College Students; Language Minorities; Remedial Instruction; Community Colleges; Student Adjustment; Educational Research; Equal Education; Barriers + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Schreibunterricht; Sprachminderheit; Förderkurs; Community college; Community College; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungsforschung; Pädagogische Forschung
Abstract	Despite increasing enrollments of foreign-born students in US community colleges, extant research on serving the needs of linguistic minority (LM) learners in higher education is decidedly scarce. When LM learners enter post-secondary settings, they simultaneously inherit the burden of securing the academic resources needed to navigate college coursework; within the post-secondary domain, this burden typically takes the form of required remediation classes. In the field of basic writing, scholars have already called for the implementation of multilingual or translingual approaches to address language differences. In response to these calls for multi/translingual approaches, this study considers the potential utility of translanguaging pedagogy in basic writing instruction, as an equitable means of assisting LM learners as they transition to community college settings. Two bodies of literature are evaluated: (1) research on LM learners and their transition to post-secondary settings; (2) research involving post-secondary translanguaging studies. Applying a theoretical lens informed by practice-based views toward bilingualism, this study identifies key components of post-secondary translanguaging studies that might be useful to the design of a future study involving community college LM learners in remedial writing classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01