Translanguaging Life Writing: Autobiography-Driven Writing Instruction

Demet Yigitbilek
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Abstract

Deficiency-oriented attitudes are still common occurrences despite growing emphasis on linguistic and cultural diversity. Promoting inclusivity in learning, Herrera (2016) proposed “biography-driven instruction” emphasizing the power of students’ assets. Though her work was intended for young learners’ biliteracy, I argue that the tenets can be used as a framework for more equitable adult ESL instruction to build on learners’ “funds of knowledge” (Moll et al., 1992) and “cultural wealth” (Yosso, 2016). In this article, I theorize an “autobiography- driven instruction” approach where L2 writing instruction can foster inclusivity through life writing by acknowledging diverse linguistic and cultural backgrounds as assets, drawing from rich lived experiences, and tapping into multi-competencies. Drawing from the work in translanguaging and life writing, this article problematizes the deficiency-based assumptions, argues for life writing practices, and provides a practical look into the theorized autobiography-driven instruction. I detail how this approach can help students take a more active role in their learning and inevitably leads to amplifying diverse voices and inclusivity in ESL by learners (1) choosing the content they write about, (2) practicing a variety of the life writing genres, and (3) sharing their personal stories to create empathy and build rapport.
跨语言生活写作:自传驱动的写作指导
尽管越来越强调语言和文化的多样性,但以缺陷为导向的态度仍然经常发生。Herrera(2016)提倡学习的包容性,提出了“传记驱动教学”,强调学生资产的力量。虽然她的工作是针对年轻学习者的双语能力,但我认为这些原则可以作为一个框架,用于更公平的成人ESL教学,以建立学习者的“知识基金”(Moll等人,1992)和“文化财富”(Yosso, 2016)。在这篇文章中,我提出了一种“自传驱动的教学”方法,在这种方法中,第二语言写作教学可以通过承认不同的语言和文化背景作为资产,从丰富的生活经历中汲取经验,并利用多种能力,从而促进生活写作的包容性。本文从翻译学和生活写作的研究中,对基于缺陷的假设提出了质疑,论证了生活写作实践,并为理论化的自传驱动教学提供了一个实践的视角。我详细介绍了这种方法如何帮助学生在学习中发挥更积极的作用,并不可避免地通过学习者(1)选择他们写的内容,(2)练习各种生活写作体裁,(3)分享他们的个人故事来建立共鸣和建立融洽关系,从而扩大ESL的多样性和包容性。
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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