Translanguaging Practices in Composition Scholarship and Pedagogy: Issues, Evidence, and Controversies

Setiono Sugiharto

Abstract


The notion of translanguaging has hitherto gained prominence in composition scholarship and pedagogy. Scholars have specifically pointed out that translanguaging pedagogy is particularly germane if it is implemented in the teaching and learning of writing in a multilingual setting. Drawing upon the plethora of published studies, these scholars have argued that translanguaging strategies can help maximize students’ linguistic resources and communicative potentials. This conceptual article looks at intellectual endeavors which try to challenge the monolingual ideology and its biases, and to justify the legitimacy of mixing different linguistic codes for achieving desired communicative goals in written communication. Contemporary issues of composition scholarship and pedagogy under translanguaging vantage point of view will be addressed, and evidence of code-meshing from multilingual writers showcasing the acts of translanguaging in academic writing presented. Finally, the article discusses the controversies over the application of the notion of translanguaging in writing research and pedagogy.

Keywords


multilingual writers, translanguaging, translanguaging pedagogy, writing scholarship and pedagogy

Full Text:

PDF

References


Alwasilah, C. (2014). Islam, culture, and education: Essays on contemporary Indonesia. Bandung: Rosda International.

Atkinson, D., Crusan, D., Matsuda, P.K., Ortmeir-Hooper, C., Ruecker, T., Simpson, S., &Tardy, C. (2015). Clarifying the Relationship between L2 Writing and Translingual Writing: An Open Letter to Writing Studies Editors and Organization Leaders. College English, 77(4), 383-386.

Bou Ayash, N. (2013). Hi-in, hi or hi? Translingual pratices from Lebanon and mainstream literacy education. In S. Canagarajah (Ed.), Literacy as translingual practice: Between communities and classrooms (pp. 96-103). Routledge: New York and London.

Byram, M. (2008). From intercultural education to education for intercultural citizenship. Clevedon, England: Multilingual Matters.

Cenoz, J. (2019). Translanguaging pedagogies and English as a lingua franca. Language Teaching 52, (1), 71-85.

Cook, V.J. (1992). Evidence for multi-competence. Language Learning, 42(4), 557-591.

Canagarajah, S. (2013a). Translingual practice: Global Englishes and cosmopolitan relations. New York: Routledge.

Canagarajah, S. (2013b). (Ed.). Literacy as translingual practice: Between communities and classrooms. Routledge: New York and London.

Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language, TESOL Journal, 5(4), 767-785.

Dardjowidjojo, S. (2001). Cultural constraints in the implementation of learner autonomy: The case in Indonesia. Journal of Southeast Asian Education, 2(2), 309-322.

Horner, B., M.Z. Lu, J.J. Royster, & J. Trimbur. (2011). Opinion: Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321.

Horrner, B., NeCamp, S. & Donahue, C. (2011). Composition scholarship: From English only to a translingual norm. College Composition and Communication, 63(2), 269-300.

Kaufhold, K. (2018). Creating translanguaging spaces for students’ academic writing practices. Linguistics and Education, 45, 1-9.

Lorimer, R. (2013). Writing across languages: Developing rhetorical attunement. In S. Canagarajah (Ed.), Literacy as translingual practice: Between communities and classrooms (pp. 162-169). Routledge: New York and London.

Leung, C. & Valdes, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. The Modern Language Journal 103 (2), 348-370.

Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics 39, (1): 9-30.

Matsuda, P.K. (2006). The myth of linguistic homogeneity in U.S. college composition. College English, 68(6), 637-651.

Matsuda, P.K. (2014). The lure of translingual writing. PMLA, 129(3) 478-483.

Milu, E. (2013). Translingual practices in Kenyan Hiphop: Pedagogical implications. In S. Canagarajah (Ed.), Literacy as translingual practice: Between communities and classrooms (pp. 104-112). Routledge: New York and London.

Pennycook, A. (2008). English as language always in translation, European Journal of English Studies, 12(1), 33-47.

Pennycook, A. (2014). Principled polycentrism and resourceful speakers. The Journal of ASIA TEFL, 4(1), 1-19.

Pratt, M.L. (1991). Arts of the contact zone. Profession, 91, 33-40.

Rafi, A.S.M. & Marie Morgan (2021). Translanguaging and academic writing: Possibilities and Challenges in English-only classroom. In W. Ordeman (Ed.), Creating a transnational space in the first year writing (pp. 17.40). Wilmington: Vernon Press.

Smitherman, G. (1999). CCCC’s role in the struggle for language rights. College Composition and Communication, 50 (3), 349-376.

Sugiharto, S. (2015). Translingualism in Action: Rendering the impossible possible. The Journal of ASIA TEFL, 12(2), 125-154.

Young, V. (2013). Keep code-meshing. In S. Canagarajah (Ed.), Literacy as translingual practice: Between communities and classrooms (pp. 139-145). Routledge: New York and London.




DOI: http://dx.doi.org/10.21462/ijefl.v7i1.469

Refbacks

  • There are currently no refbacks.



IJEFL (Indonesian Journal of EFL and Linguistics); Email: indonesianefl@gmail.com; Web: www.indonesian-efl-journal.org
Creative Commons License
IJEFL (Indonesian Journal of EFL and Linguistics) by http://indonesian-efl-journal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and Abstracted BY: