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Clarifying the relationship between translingual practice and L2 writing: addressing learner identities

Clarifying the relationship between translingual practice and L2 writing: addressing learner... Abstract This article re-examines the distinction between native and nonnative students that writing programs adopt in structuring their courses. It critiques the monolingual orientation based on ideologies of language ownership, homogeneity, and territoriality that this distinction is based on and develops a more expansive translingual orientation relevant to diversity in globalization and multilingualism. After articulating the changes involved in facilitating literacy acquisition, it examines the uptake of writing scholars to address their concerns. The article ends by illustrating how policy level changes can be made to accommodate the emerging orientations of translingualism by discussing how New York State secondary school teachers have implemented the Common Core State Standards. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Linguistics Review de Gruyter

Clarifying the relationship between translingual practice and L2 writing: addressing learner identities

Applied Linguistics Review , Volume 6 (4) – Nov 1, 2015

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Publisher
de Gruyter
Copyright
Copyright © 2015 by the
ISSN
1868-6303
eISSN
1868-6311
DOI
10.1515/applirev-2015-0020
Publisher site
See Article on Publisher Site

Abstract

Abstract This article re-examines the distinction between native and nonnative students that writing programs adopt in structuring their courses. It critiques the monolingual orientation based on ideologies of language ownership, homogeneity, and territoriality that this distinction is based on and develops a more expansive translingual orientation relevant to diversity in globalization and multilingualism. After articulating the changes involved in facilitating literacy acquisition, it examines the uptake of writing scholars to address their concerns. The article ends by illustrating how policy level changes can be made to accommodate the emerging orientations of translingualism by discussing how New York State secondary school teachers have implemented the Common Core State Standards.

Journal

Applied Linguistics Reviewde Gruyter

Published: Nov 1, 2015

References