{"id":11344,"date":"2020-10-27T11:17:08","date_gmt":"2020-10-27T16:17:08","guid":{"rendered":"http:\/\/dept.writing.wisc.edu\/blog\/?p=11344"},"modified":"2024-03-12T16:43:11","modified_gmt":"2024-03-12T21:43:11","slug":"title-translingualism-an-alternative-to-restrictive-monolingual-ideologies-in-writing-instruction","status":"publish","type":"post","link":"https:\/\/dept.writing.wisc.edu\/blog\/title-translingualism-an-alternative-to-restrictive-monolingual-ideologies-in-writing-instruction\/","title":{"rendered":"Translingualism: An Alternative to Restrictive Monolingual Ideologies in Writing Instruction"},"content":{"rendered":"
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By Emily Bouza, Tim Cavnar, and Keli Tucker<\/strong><\/p>\n\n\n\n

Multilingual students should be celebrated for what they bring to academia. In this post, we hope to share what it looks like to support multilingualism in education. Emily\u2019s section will cover different frameworks for understanding multilingual practice, Tim\u2019s section will discuss language ideologies as a framework for thinking and talking about language and writing, and Keli\u2019s section will propose a translingual disposition as a possible move toward a more inclusive writing center pedagogy.<\/p>\n\n\n

Defining Code-switching, Code-meshing and Translanguaging in Writing Studies\u00a0<\/strong><\/h2>\n\n\n

By Emily Bouza<\/strong><\/p>\n\n\n

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\"Emily<\/figure>\n<\/figure>\n<\/div>\n\n\n

I get constant requests as a writing tutor to help someone sound more \u201clike a native speaker\u201d in their writing. Yet these same writers come in with writing that is beautifully not native sounding. The perfect metaphor that I would never have thought of, an expression of a feeling I never knew how to name, a blend of experiences that opens my eyes to places I have never been\u2026our goals as writing tutors should always be to encourage the development of the writer\u2019s voice and expression. But student writers are not wrong in having a desire to sound more native; they are often punished for grammar, phrases, and other genre constructs that mark them as somehow Other.<\/p>\n\n\n\n

As a writing tutor who is there to help writers succeed by other people\u2019s standards, I often struggle trying to balance supporting the voice of writers while also helping them work within the established standards of what is considered academic English. So what are we to do? I think the first step is to learn that there is another ideological perspective to language and try to use that as my framework for all of my interactions with writers as we work through the confines of academic writing together.<\/p>\n\n\n

Code-switching<\/strong><\/h3>\n\n\n

There have been several terms for different ideas of what it would look like to use more than one language in a school setting. Bilingual education has typically used practices that fall under the term \u201ccode-switching,\u201d which is defined as \u201cthe alternate use of two or more languages in the same utterance.\u201d1<\/a><\/sup> Carvalho describes how historically code-switching was seen as a sign of disfluency and is often discouraged in formal education settings as an incorrect use of both languages. This is what we often see at the university where students are discouraged from using any words or even translated phrases from their non-academic English linguistic repertoires.<\/p>\n\n\n\n

However, research has shown that code-switching is a frequent practice in bilingual settings and is actually \u201crule governed, serves a plethora of discourse functions, and functions as an important marker of group membership.\u201d2<\/a><\/sup> In K-12 bilingual education, code-switching is often the norm where students switch between languages by the day or the subject. We can often see examples of code-switching in the world around us and my most recent favorite example is the song Husavik <\/a>from the Netflix movie Eurovision. Sigrit (acted by Rachel McAdams and sung by Molly Sand\u00e9n) moves seamlessly between English and Icelandic to sing about her beautiful, bilingual hometown thus better representing her hometown in the two languages than she could in one. <\/p>\n\n\n

Code-meshing<\/strong><\/h3>\n\n\n

While code-switching is based on the idea of distinct switches between two or more languages, code-meshing \u201ctreats the languages as part of a single integrated system.\u201d3<\/a><\/sup> Code-meshing is the idea that each language is not distinct within the mind, but communication occurs across culturally defined distinct languages. While bilingual educators are often trained to teach using a code-switching method, what tends to occur is more of code-meshing. If you have ever had or heard a conversation between people who share more than one language you will likely have heard examples of code-meshing. I personally see this in a lot of songs such as I Know You Want Me (Calle Ocho)<\/a> by Pitbull where he integrates English and Spanish together throughout the song without distinct switches. This song is meant for an audience with at least a rudimentary knowledge of both English and Spanish and the song sits between the distinct borders of either language, blending cultures and reaching a wider audience of fans in doing so. <\/p>\n\n\n

Translanguaging<\/strong><\/h3>\n\n\n

Yet Horner, NeCamp, and Donahue state that these features of practices such as code-switching and code-meshing still mark monolingualism as the norm and those who enact these practices as deviants.4<\/a><\/sup> They are still falling into our trap of not celebrating the linguistic backgrounds of writers but noting them as markedly different. The idea of translingualism, as it is often called in composition studies or translanguaging as it is often called in linguistics, rejects the monolingual norm. <\/p>\n\n\n\n

Garc\u00eda and Kleyn define translanguaging as \u201cthe deployment of a speaker\u2019s full linguistic repertoire, which does not in any way correspond to the socially and apolitically defined boundaries of named languages.\u201d5<\/a><\/sup><\/p>\n\n\n\n

The goals of translanguaging are to disrupt accepted hierarchies of language; to challenge the processes of minoritization, racialization, and coloniality; and to enable minoritized peoples to express their identity.6<\/a><\/sup> Instead of marking certain students as multilingual and Other, translanguaging encourages everyone, whatever our language background, to draw from our entire linguistic, dialectal, multimodal communicative repertoires.<\/p>\n\n\n\n

Bringing translanguaging into an education context thus creates the opportunity to mend the gap in well-being, education achievement, and attachment to culture for minoritized students, including indigenous peoples.7<\/a><\/sup> Rather than just a description of linguistic practice, translanguaging is a new ideological perspective on language that shifts our values for language and writing pedagogy into a more socially just framework. <\/p>\n\n\n

A Sociolinguistic Perspective<\/strong><\/h2>\n\n\n

By Tim Cavnar<\/strong><\/p>\n\n\n

\"Tim<\/figure>\n\n\n

Like Emily, I\u2019ve also experienced tension in my writing center instruction. On the one hand, I know that my job is to help students produce language that is \u201cformal,\u201d \u201cgrammatical,\u201d and \u201cappropriate.\u201d On the other hand, my background as an English teacher who has lived in both China and the US, and now my work as a sociolinguist, drive me to push back against this goal. As both a student and a teacher, I\u2019m familiar with the long uphill slog of language acquisition. <\/p>\n\n\n\n

This sensitivity has motivated me to research language ideologies, or cultural conceptions of language. Why do we stress language that is \u201cformal,\u201d \u201cgrammatical,\u201d or \u201cappropriate\u201d\u2014qualities that, it has been argued, have little bearing on the ideas or communicative potential of writing?8<\/a><\/sup> Where do our positive evaluations of \u201cacademic\u201d language come from, or our negative evaluations of \u201cinformal,\u201d \u201ccolloquial,\u201d or \u201cungrammatical\u201d language? <\/p>\n\n\n

Language Ideologies<\/strong><\/h3>\n\n\n

Irvine and Gal offer answers to these questions. Drawing on historical and anthropological data, they lay out a framework for how language ideologies come into being. Unconsciously seeking to reify stereotypes, an individual associates a group\u2019s language with supposed inherent qualities of the group itself. Irvine and Gal point to numerous historical instances where this has taken place. For example, early European commentators on African languages like Xhosa that contain click consonants saw these sounds as demonstrating some kind of fundamental sub-human nature, likening them to the sounds of animals or of \u201cinanimate objects, such as stones hitting one another.\u201d9<\/a><\/sup><\/p>\n\n\n\n

Such assumptive views of non-European languages, once constructed, were then applied to derogate, dehumanize, and dismiss the intelligence of these languages\u2019 speakers, judgments often enacted with explicitly racist overtones. Through the production of language ideologies, certain languages come to be associated with certain groups, communities, and entire countries, a process eventually leading to countries viewing their national language as metonymically standing for the nation itself.10<\/a><\/sup> What\u2019s more American than American English? From there, a language norm, taken to represent \u201cAmericanness,\u201d \u201cBritishness,\u201d or some other set of inherent qualities, can be used to exclude anyone who doesn\u2019t speak (or write!) that language perfectly.<\/p>\n\n\n\n

How does all of this relate to academic English? For one thing, it should make us intensely sensitive to qualities ascribed to multilingual students\u2019 writing. A common complaint by faculty is that students\u2019 grammatical mistakes hinder the comprehensibility of their writing. We must ask, though, to what extent are such grammatical deviations actually interrupting meaning-making and -sharing, and, on the other hand, to what extent are such negative evaluations the product of inherent bias? When a multilingual writer\u2019s language is criticized as \u201cungrammatical,\u201d is it ungrammaticality that is really the issue? Or are our language ideologies\u2013\u2013our unconscious biases as embodied in our opinions about language\u2013\u2013the real motivation for what is, outwardly, a conversation about whether or not a student is communicating effectively?<\/p>\n\n\n

What \u201cAppropriate\u201d Really Means<\/strong><\/h3>\n\n\n

Much of the discourse around academic writing is framed in terms of \u201cappropriateness,\u201d but, as Flores and Rosa argue, these discourses of appropriateness spring out of raciolinguistic ideologies, which accept only white English as appropriate. They discuss how, although people in universities appear to seek to support users of diverse Englishes, their pedagogical strategies all seek to produce users of white English: \u201cthe solution to the problem posed by long-term English learners is squarely focused on molding them into white speaking subjects who have mastered the empirical linguistic practices deemed appropriate for a school context.\u201d11<\/a><\/sup><\/p>\n\n\n\n

Identifying an example of this process, Marotta, who has also contributed to Another Word<\/a>, based on her interviews of university custodial workers, argues that writing in university spaces is primarily a white practice, where only certain licensed individuals like professors are allowed to write. She shows how, through exchanges based on writing (e.g. through notes between custodial staff and professors in their offices) the English of the multilingual custodial staff is devalued, delegitimized, and restricted. According to Marotta, in this context, English is \u201ca White property right.\u201d12<\/a><\/sup><\/p>\n\n\n\n

This is, perhaps, where writing centers and composition studies are implicated most obviously into the conversation of language ideology, translingualism, and multilingualism. Writing centers, as key points of contact between multilingual students and discourses of academic English and \u201cappropriateness,\u201d have the potential to reify these harmful and exclusionary ideologies, or to resist them and create accepting, linguistically safe spaces for students of all linguistic backgrounds. As Keli will argue below, adopting a translingual disposition as a powerful way to resist harmful English ideologies, working towards linguistic inclusivity in the Writing Center and the University at large.<\/p>\n\n\n

Toward A Translingual Disposition in our Writing Center Instruction<\/strong><\/h2>\n\n\n

By Keli Tucker<\/strong><\/p>\n\n\n

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\"Keli<\/figure>\n<\/div>\n\n\n

Almost all of my pedagogical philosophies originate in one central point of concern: how I can most effectively work toward equity and justice. While I feel that talking about language with writers in the context of a writing center appointment can be a key moment for enacting these goals, I often find it difficult to be attentive to writers\u2019 needs while also troubling the notion of correctness or discussing how the idea of a \u201cnative speaker\u201d is problematic,13<\/a><\/sup> let alone talking about how language ideologies are constructs that are bound up in racialized notions. Yet these conversations are important if we want to move toward a transformative writing center pedagogy, which I believe is one that should empower writers to use their languaging practices to disrupt and transgress.<\/p>\n\n\n\n

Thus, we want to conclude by proposing the adoption of a translingual disposition to our writing center pedagogy. Taking as our starting point Horner et al.\u2019s idea of a translingual approach, which \u201cencourages reading with patience, respect for perceived differences within and across languages, and an attitude of deliberative inquiry,\u201d14<\/a><\/sup> we theorize this disposition as a stance of openness, enacted both as flexibility in our practices and transparency in our discourse with writers. As for me, I see a translingual disposition as an orientation from which to work toward both linguistic and racial justice through recognizing the validity of all languaging practices, and from which to attend to writers\u2019 felt needs through engaging a relational ethic of care.<\/p>\n\n\n

Linguistic and Racial Justice<\/strong><\/h3>\n\n\n

Language is always already intrinsically tied to identity, which means that an approach to writing that privileges Standard English also \u201cimplicitly and explicitly…discounts the achievements, even the humanity, of those who come from cultures with writing traditions different from those of the West.\u201d15<\/a><\/sup> Further, a monolingual approach enacts linguistic racism, which occurs as a result of language ideologies that \u201cconflate certain racialized bodies with linguistic deficiency unrelated to any objective linguistic practices\u2026even when engaging in linguistic practices positioned as normative or innovative when produced by privileged white subjects.\u201d16<\/a><\/sup> Linguistic justice, the practice of recognizing and protecting the linguistic rights of users of minoritized languages,17<\/a><\/sup> is only achieved by the inclusion and affirmation of minoritized languaging practices in all writing situations, even in academic or formal contexts in which practices like codemeshing have traditionally been viewed as inappropriate. A translingual disposition to writing center instruction is thus an important step toward both linguistic representation and an antiracist writing pedagogy.<\/p>\n\n\n

Ethic of Care<\/strong><\/h3>\n\n\n

Assimilationist language ideologies commonly lead to feelings of shame and non-belonging in language-minoritized writers, as well as anxiety about using English.18<\/a><\/sup> Thus, a translingual disposition is also intrinsically tied to an ethic of care\u2014that is, to a regard for others\u2019 interests and well-being, and an abiding concern for others\u2019 humanity.19<\/a><\/sup> Relational caring in the writing center confers a responsibility to respond to writers\u2019 felt needs, and accounting for the socio-emotional factors of multilingualism through a translingual disposition can aid us in building trust, extending solidarity to multilingual writers, and ensuring that our Writing Center spaces\u2014whether physical or virtual\u2014do not perpetuate the harmful effects experienced by writers who are told, explicitly or implicitly, that their languaging practices are inappropriate, unprofessional, or incorrect.<\/p>\n\n\n

Translingualism and Inclusion<\/strong><\/h3>\n\n\n

It is important to actively shift away from deficit discourses and assimilationist ideologies because the consequences of linguistic injustice persist far beyond one writing center appointment, or even one writer. They are reproduced across generations in language-minoritized communities, leading to later generations of writers feeling disconnected from their heritage languages, and from their culture and identity as a result.20<\/a><\/sup> A translingual pedagogy is therefore also a culturally sustaining pedagogy that supports the intentions laid out in the Writing Center\u2019s inclusivity statement<\/a>:<\/p>\n\n\n\n

We also work to upend systems of disadvantage as they materialize in the power-laden contexts of writing, reading, and literacy by affirming and supporting the unique intelligence each person brings to the Writing Center as they labor to develop their own voice. Our goals are inclusivity without exclusivity and acceptance without assimilation.<\/p>\n\n\n\n

Fulfillment of these goals must involve re-thinking our investments, re-envisioning our practices, and re-shaping our discourse around language and languaging in Writing Center appointments. A translingual disposition is a more expansive orientation to writing instruction that can help us challenge monolingual ideologies and account for how these ideologies enact oppression. When we value writers\u2019 languaging practices, we value writers.<\/p>\n\n\n\n

In Part 2 of this piece, forthcoming this spring, we will discuss specific actionable practices for enacting a translingual disposition during Writing Center appointments, as well as some of the affordances and constraints of this stance.<\/p>\n\n\n\n

The authors wish to express their thanks to Diego Rom\u00e1n, Assistant Professor in Bilingual\/Bicultural Education in the Curriculum and Instruction department at UW-Madison, whose class on Translanguaging, Power, and Education inspired this piece.<\/em><\/p>\n\n\n\n

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Emily Bouza<\/strong> has spent over seven years working in writing centers, first as an undergraduate tutor at Kent State University and then as the founding assistant director of the Writing Center at the University of Mary Hardin-Baylor. Emily is a current PhD student in Composition and Rhetoric at UW-Madison and is one of the two graduate Assistant Directors of the Writing Fellows program. Her research interests include writing across the curriculum, writing center studies, and language ideologies.<\/em><\/p>\n\n\n\n

Tim Cavnar<\/strong> received his BA in English at the University of Michigan, and then moved to China, where he lived for three years as an English teacher. Returning to the US, he moved to Madison, where he completed his MA in Applied English Linguistics and is now enrolled as a PhD student in Second Language Acquisition. His research focuses on how to best support bi\/multilingual students learning academic writing, especially in writing centers.<\/em><\/p>\n\n\n\n

Keli Tucker <\/strong>holds a BS in English from Drury University in her hometown of Springfield, Missouri, and an MA in English from DePaul University, where she began her writing center journey, which is coming up on six years, as a graduate assistant in the University Center for Writing-based Learning. She is a current PhD student in Composition and Rhetoric at UW-Madison, and has been an instructor in the Writing Center since spring of 2020. Her research interests include writing center studies, critical pedagogy, and linguistic and racial justice.<\/em><\/p>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n

\n\n\n
  1. Ana M. Carvalho, \u201cCode-Switching: From Theoretical to Pedagogical Considerations,\u201d in Spanish as a Heritage Language in the United States<\/em>, edited by Sara M. Beaudrie and Marta Fairclough (Washington DC: Georgetown University Press, 2012), 139.\u00a0 \u21a9\ufe0e<\/a><\/li>
  2. Carvalho, \u201cCode-Switching,\u201d 139.\u00a0 \u21a9\ufe0e<\/a><\/li>
  3. Suresh Canagarajah, \u201cCodemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging.\u201d The Modern Language Journal<\/em> 95, no. 3 (2011): 403. \u21a9\ufe0e<\/a><\/li>
  4. Bruce Horner, Samantha NeCamp, and Christiane Donahue, \u201cToward a Multilingual Composition Scholarship: From English Only to a Translingual Norm.\u201d College Composition and Communication<\/em> 63, no. 2 (2011): 269\u2013300. \u21a9\ufe0e<\/a><\/li>
  5. Ofelia Garc\u00eda and Tatyana Kleyn, \u201cTranslanguaging Theory in Education, \u201d in Translanguaging with Multilingual Students: Learning from Classroom Moments<\/em>, edited by Ofelia Garc\u00eda and Tatyana Kleyn (New York: Routledge, 2016), 14. \u21a9\ufe0e<\/a><\/li>
  6. Garc\u00eda and Kleyn, \u201cTranslanguaging Theory in Education,\u201d 9\u201333. \u21a9\ufe0e<\/a><\/li>
  7. Tiffany S. Lee and Teresa L. McCarty, \u201cBilingual-Multilingual Education of Indigenous Peoples.\u201d In Handbook of Bilingual and Multilingual Education<\/em>, by Wayne E. Wright, Sovicheth Boun, and Ofelia Garc\u00eda, 409\u201327. Hoboken, NJ: Wiley, 2015. \u21a9\ufe0e<\/a><\/li>
  8. Jeff MacSwan, \u201cAcademic English as Standard Language Ideology: A Renewed Research Agenda for Asset-Based Language Education,\u201d Language Teaching Research<\/em> 24, no. 1 (2020): 28\u201336.\u00a0 \u21a9\ufe0e<\/a><\/li>
  9. Judith T. Irvine and Susan Gal, \u201cLanguage Ideology and Linguistic Differentiation,\u201d Regimes of Language: Ideologies, Polities, and Identities<\/em>, ed. Paul V. Kroskrity (Santa Fe: School of American Research Press, 2000), 40. \u21a9\ufe0e<\/a><\/li>
  10. James Milroy, \u201cLanguage Ideologies and the Consequences of Standardization,\u201d Journal of Sociolinguistics<\/em> 5, no. 4 (2001): 530\u201355. \u21a9\ufe0e<\/a><\/li>
  11. Nelson Flores and Jonathan Rosa, \u201cUndoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education,\u201d Harvard Educational Review<\/em> 85, no. 2 (2015): 157. \u21a9\ufe0e<\/a><\/li>
  12. Calley Marotta, \u201cWho Has the Right to Write? Custodian Writing and White Property in the University,\u201d College English<\/em> 81, no. 3 (2019): 163. \u21a9\ufe0e<\/a><\/li>
  13. Suresh Canagarajah, \u201cClarifying the Relationship Between Translingual Practice and L2 Writing: Addressing Learner Identities,\u201d Applied Linguistics Review<\/em> 6, no. 4 (2015):\u00a0 416. \u21a9\ufe0e<\/a><\/li>
  14. Bruce Horner, et al., \u201cLanguage Difference in Writing: Toward a Translingual Approach,\u201d College English<\/em> 67, no. 3 (2011): 304. \u21a9\ufe0e<\/a><\/li>
  15. Ra\u00fal S\u00e1nchez, \u201cWriting,\u201d in Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy<\/em>, ed. Iris D. Ruiz and Ra\u00fal S\u00e1nchez (New York: Palgrave Macmillan, 2016), 78. \u21a9\ufe0e<\/a><\/li>
  16. Flores and Rosa, \u201cUndoing Appropriateness,\u201d 150. \u21a9\ufe0e<\/a><\/li>
  17. Javier Alcalde, \u201cLinguistic Justice: An Interdisciplinary Overview of the Literature,\u201d in Language Policy and Linguistic Justice: Economic, Philosophical, and Sociolinguistic Approaches<\/em>, ed. Michele Gazzola et al. (Berlin: Springer, 2018), 70. \u21a9\ufe0e<\/a><\/li>
  18. Sender Dovchin, \u201cIntroduction to Special Issue: Linguistic Racism,\u201d International Journal of Bilingual Education and Bilingualism<\/em> 23, no. 7 (2020): 3. \u21a9\ufe0e<\/a><\/li>
  19. Nel Noddings, Caring: A Relational Approach to Ethics and Moral Education, 2nd<\/sup> edition<\/em>. (Berkeley: U of California Press, 2013), 9. \u21a9\ufe0e<\/a><\/li>
  20. Amelia Tseng, \u201c\u2018Qu\u00e9 barbaridad, son latinos y deber\u00edan saber espa\u00f1ol primero\u2019: Language Ideology, Agency, and Heritage Language Insecurity across Immigrant Generations,\u201d Applied Linguistics<\/em> amaa004 (2020): 19. \u21a9\ufe0e<\/a><\/li><\/ol>","protected":false},"excerpt":{"rendered":"

    By Emily Bouza, Tim Cavnar, and Keli Tucker\u2014Multilingual students should be celebrated for what they bring to academia. In this post, we hope to share what it looks like to support multilingualism in education. Emily\u2019s section will cover different frameworks for understanding multilingual practice, Tim\u2019s section will discuss language ideologies as a framework for thinking and talking about language and writing, and Keli\u2019s section will propose a translingual disposition as a possible move toward a more inclusive writing center pedagogy.<\/p>\n","protected":false},"author":108,"featured_media":11355,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"[{\"content\":\"Ana M. Carvalho, \u201cCode-Switching: From Theoretical to Pedagogical Considerations,\u201d in Spanish as a Heritage Language in the United States<\/em>, edited by Sara M. Beaudrie and Marta Fairclough (Washington DC: Georgetown University Press, 2012), 139.\u00a0\",\"id\":\"2a800e37-bb3b-4cd1-aad7-3909cc837ff5\"},{\"content\":\"Carvalho, \u201cCode-Switching,\u201d 139.\u00a0\",\"id\":\"2a3aa517-ff32-4852-9d2a-6b9fc4abd85c\"},{\"content\":\"Suresh Canagarajah, \u201cCodemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging.\u201d The Modern Language Journal<\/em> 95, no. 3 (2011): 403.\",\"id\":\"1581fa42-4f9c-47aa-940c-32925335b201\"},{\"content\":\"Bruce Horner, Samantha NeCamp, and Christiane Donahue, \u201cToward a Multilingual Composition Scholarship: From English Only to a Translingual Norm.\u201d College Composition and Communication<\/em> 63, no. 2 (2011): 269\u2013300.\",\"id\":\"6035b6fd-7cd5-44d0-866f-bd30df838474\"},{\"content\":\"Ofelia Garc\u00eda and Tatyana Kleyn, \u201cTranslanguaging Theory in Education, \u201d in Translanguaging with Multilingual Students: Learning from Classroom Moments<\/em>, edited by Ofelia Garc\u00eda and Tatyana Kleyn (New York: Routledge, 2016), 14.\",\"id\":\"14196f1a-a9af-44fa-b21e-870b283022fe\"},{\"content\":\"Garc\u00eda and Kleyn, \u201cTranslanguaging Theory in Education,\u201d 9\u201333.\",\"id\":\"f43e3204-b13f-4210-b0a4-817f3bcd8668\"},{\"content\":\"Tiffany S. Lee and Teresa L. McCarty, \u201cBilingual-Multilingual Education of Indigenous Peoples.\u201d In Handbook of Bilingual and Multilingual Education<\/em>, by Wayne E. Wright, Sovicheth Boun, and Ofelia Garc\u00eda, 409\u201327. Hoboken, NJ: Wiley, 2015.\",\"id\":\"1d5d46ae-dbcd-4fd8-962a-9166da5de8e3\"},{\"content\":\"Jeff MacSwan, \u201cAcademic English as Standard Language Ideology: A Renewed Research Agenda for Asset-Based Language Education,\u201d Language Teaching Research<\/em> 24, no. 1 (2020): 28\u201336.\u00a0\",\"id\":\"7cb92f0a-9d3c-42e6-afd7-83c4c78e2f3f\"},{\"content\":\"Judith T. Irvine and Susan Gal, \u201cLanguage Ideology and Linguistic Differentiation,\u201d Regimes of Language: Ideologies, Polities, and Identities<\/em>, ed. Paul V. Kroskrity (Santa Fe: School of American Research Press, 2000), 40.\",\"id\":\"2e74f3a2-2988-4238-9f0c-26697176e168\"},{\"content\":\"James Milroy, \u201cLanguage Ideologies and the Consequences of Standardization,\u201d Journal of Sociolinguistics<\/em> 5, no. 4 (2001): 530\u201355.\",\"id\":\"1639248f-f3b8-497c-9cdf-694bc142449e\"},{\"content\":\"Nelson Flores and Jonathan Rosa, \u201cUndoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education,\u201d Harvard Educational Review<\/em> 85, no. 2 (2015): 157.\",\"id\":\"3f91fa22-5f4c-4d8a-8871-aac15ea6b7be\"},{\"content\":\"Calley Marotta, \u201cWho Has the Right to Write? Custodian Writing and White Property in the University,\u201d College English<\/em> 81, no. 3 (2019): 163.\",\"id\":\"49f3ddd5-cb78-4de9-b970-2ae78344203e\"},{\"content\":\"Suresh Canagarajah, \u201cClarifying the Relationship Between Translingual Practice and L2 Writing: Addressing Learner Identities,\u201d Applied Linguistics Review<\/em> 6, no. 4 (2015):\u00a0 416.\",\"id\":\"54d79849-4bec-4625-81ac-4f838e3f6074\"},{\"content\":\"Bruce Horner, et al., \u201cLanguage Difference in Writing: Toward a Translingual Approach,\u201d College English<\/em> 67, no. 3 (2011): 304.\",\"id\":\"2bcbb742-98e4-4467-827b-c17d09a82abb\"},{\"content\":\"Ra\u00fal S\u00e1nchez, \u201cWriting,\u201d in Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy<\/em>, ed. Iris D. Ruiz and Ra\u00fal S\u00e1nchez (New York: Palgrave Macmillan, 2016), 78.\",\"id\":\"2ad21efc-0003-4be2-8221-c2c6d324f202\"},{\"content\":\"Flores and Rosa, \u201cUndoing Appropriateness,\u201d 150.\",\"id\":\"99327cdb-60cd-47d2-bf09-0b7debe422df\"},{\"content\":\"Javier Alcalde, \u201cLinguistic Justice: An Interdisciplinary Overview of the Literature,\u201d in Language Policy and Linguistic Justice: Economic, Philosophical, and Sociolinguistic Approaches<\/em>, ed. Michele Gazzola et al. (Berlin: Springer, 2018), 70.\",\"id\":\"eaea64dc-780a-4c16-b2b0-e1e584f49193\"},{\"content\":\"Sender Dovchin, \u201cIntroduction to Special Issue: Linguistic Racism,\u201d International Journal of Bilingual Education and Bilingualism<\/em> 23, no. 7 (2020): 3.\",\"id\":\"d789e1bb-b782-4e05-9ac2-42ffe8b75eb9\"},{\"content\":\"Nel Noddings, Caring: A Relational Approach to Ethics and Moral Education, 2nd<\/sup> edition<\/em>. (Berkeley: U of California Press, 2013), 9.\",\"id\":\"2c26bca2-c1af-4f6d-ac00-5d2810c665ad\"},{\"content\":\"Amelia Tseng, \u201c\u2018Qu\u00e9 barbaridad, son latinos y deber\u00edan saber espa\u00f1ol primero\u2019: Language Ideology, Agency, and Heritage Language Insecurity across Immigrant Generations,\u201d Applied Linguistics<\/em> amaa004 (2020): 19.\",\"id\":\"6719899a-f6bf-41f0-8387-0d30ce68050d\"}]"},"categories":[165,55,34],"tags":[204,200,202,199,138,198,203,196,201,197],"class_list":["post-11344","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-diversity-and-inclusion","category-higher-education","category-multilingual-writers","tag-emily-bouza","tag-inclusion","tag-keli-tucker","tag-linguistic-justice","tag-multilingual-writers","tag-sociolinguistics","tag-tim-cavnar","tag-translanguaging","tag-translingual-disposition","tag-translingualism"],"yoast_head":"\nTranslingualism: An Alternative to Restrictive Monolingual Ideologies in Writing Instruction - Another Word<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dept.writing.wisc.edu\/blog\/title-translingualism-an-alternative-to-restrictive-monolingual-ideologies-in-writing-instruction\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Translingualism: An Alternative to Restrictive Monolingual Ideologies in Writing Instruction - Another Word\" \/>\n<meta property=\"og:description\" content=\"By Emily Bouza, Tim Cavnar, and Keli Tucker\u2014Multilingual students should be celebrated for what they bring to academia. 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