Recontextualizing composition studies: translingual practice, representation, and an enacted methodology

Recontextualizing composition studies: translingual practice, representation, and an enacted methodology. (2015). Recontextualizing composition studies: translingual practice, representation, and an enacted methodology.

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Title	Recontextualizing composition studies: translingual practice, representation, and an enacted methodology
Abstract	This project offers an examination of composition studies through the vantage point of Chinese scholars between 1987 and 2014. Some of the historical issues that these scholars have identified through personal anecdote and empirical research include, but are not limited to, the idea that home and school practices are separate and should not intersect or interfere with one another; the belief that there are absolute meanings to be found in words translated from one language to another; and the idea that difference in language is a problem that needs to be fixed. Bringing these perspectives to the present moment-a time when the field of composition is confronted by the variety of Englishes that make up its institutions-the need to recontextualize has developed greater urgency. While the ability to serve students from diverse linguistic backgrounds challenges writing teachers, institutions continue to admit students from non-English dominant countries in order to diversify their programs and supplement university-wide funding. The translingual practices examined in chapters 4, 5, and 6 are based on qualitative interviews and classroom observations. The results of this study offer a heuristic for developing better pedagogical approaches and textual practices that respond to the multiple ways that meaning is composed and communicated within and between languages.
Date	2015

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Title: Recontextualizing composition studies: translingual practice, representation, and an enacted methodology
Personal Name(s): Griffo, Rachel
Hurlbert, Claude M.
Corporate Name(s): Indiana University of Pennsylvania
English.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Hurlbert, Claude M. Committee members: Sharon Deckert; Curtis Porter.
Topical Subject(s): Language arts
English as a Second Language
Communication