Rethinking Translingualism in College Composition Classrooms: A Digital Ethnographic Study of Multilingual Students’ Written Communication Across Contexts

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2022-10-19 DOI:10.1177/07410883221127208

Qianqian Zhang‐Wu

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引用次数: 2

Abstract

It is important to understand multilingual students’ lived experiences and sense-making in their everyday written communication before rethinking the implementation of translingual writing in college composition classrooms. Unpacking multilinguals’ written communication across social and academic contexts, this exploratory qualitative study integrates digital ethnographic and interview methods to examine the first-semester communication experiences of 10 undergraduate students. The findings indicate that while participants engaged in translingual written communication as part of their lived experiences in social contexts, they were reluctant to draw upon their home language in academic settings. Based on the findings, I discuss the pedagogical implications of supporting multilingual students in college composition classrooms. I argue that instructors must reposition themselves as co-learners together with their multilingual students to enact a translingual stance in academic settings and reimagine meaningful written communication beyond English-only. This study sheds light on rethinking the pedagogical practices around implementing translingualism in college composition.

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反思大学作文课堂中的翻译——跨语境多语言学生书面交流的数字民族志研究

在重新思考跨语言写作在大学作文课堂上的实施之前，了解多语言学生在日常书面交流中的生活经历和意义是很重要的。这项探索性的定性研究将多语言在社会和学术背景下的书面交流展开，结合数字人种学和访谈方法，考察了10名本科生的第一学期交流经历。研究结果表明，尽管参与者参与跨语言书面交流是他们在社会环境中生活经历的一部分，但他们不愿意在学术环境中使用母语。基于这些发现，我讨论了在大学作文课堂上支持多语言学生的教学意义。我认为，教师必须将自己与多语言学生重新定位为共同学习者，以在学术环境中树立跨语言立场，并重新构想超越英语的有意义的书面交流。本研究有助于重新思考在大学作文中实施跨语言主义的教学实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.