Review of Crossing Divides: Exploring translingual writing pedagogies and programs

Lobat Asadi

Full Text:

PDF
Cover Image

References


Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.

Canagarajah, S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.

Paris, D. (2012). Culturally Sustaining Pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. DOI: 10.3102/0013189X12441244

Pennycook, A. (1998). English and the discourses of colonialism. London and New York: Routledge.

Phillipson, R. (1992). Linguistic imperialism. New York: Oxford University Press.




DOI: http://dx.doi.org/10.14507/er.v25.2368

Objects reviewed in this article

##plugins.generic.objectsForReview.public.coverPage.altText##

Crossing Divides: Exploring Translingual Writing Pedagogies and Programs

Editor: Bruce Horner
Editor: Laura Tetreault
Abstract:

Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs.

The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings.

Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection.

Publisher: Utah State University Press
key words:


Education Review / Reseñas Educativas

A multi-lingual journal of book reviews

ISSN: 1094-5296