Translanguaging Life Writing: "Auto"biography-Driven Writing Instruction

Autor/in	Yigitbilek, Demet
Titel	Translanguaging Life Writing: "Auto"biography-Driven Writing Instruction
Quelle	In: TESL-EJ, 26 (2022) 3, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yigitbilek, Demet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Code Switching (Language); Language Usage; Native Language; Second Language Learning; Second Language Instruction; English (Second Language); Autobiographies; Personal Narratives; Writing (Composition); Writing Instruction; Teaching Methods; Student Attitudes; Inclusion; Empathy; Cultural Background; Student Diversity; Literary Genres; Higher Education + Suchen Sie Ihr Suchwort? Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Schreibübung; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Inklusion; Empathie; Literarische Form; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Deficiency-oriented attitudes are still common occurrences despite growing emphasis on linguistic and cultural diversity. Promoting inclusivity in learning, Herrera (2016) proposed "biography-driven instruction" emphasizing the power of students' assets. Though her work was intended for young learners' biliteracy, I argue that the tenets can be used as a framework for more equitable adult ESL instruction to build on learners' "funds of knowledge" (Moll et al., 1992) and "cultural wealth" (Yosso, 2016). In this article, I theorize an "'auto'biography-driven instruction" approach where L2 writing instruction can foster inclusivity through life writing by acknowledging diverse linguistic and cultural backgrounds as assets, drawing from rich lived experiences, and tapping into multi-competencies. Drawing from the work in translanguaging and life writing, this article problematizes the deficiency-based assumptions, argues for life writing practices, and provides a practical look into the theorized "auto"biography-driven instruction. I detail how this approach can help students take a more active role in their learning and inevitably leads to amplifying diverse voices and inclusivity in ESL by learners (1) choosing the content they write about, (2) practicing a variety of the life writing genres, and (3) sharing their personal stories to create empathy and build rapport. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01