Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

Hsin-I Chen, Tunghai University This study examines the literacy practices of two multilingual writers in social networking communities. The findings show that the multilingual writers explored and reappropriated symbolic resources afforded by the social networking site as they aligned themselves with particular collective and personal identities at local and global levels. Through the designs available to them in these online environments, multilingual writers constructed multiple identities that were dynamic and developmental over time. The writers demonstrated that they adopted different strategies and subject positions when participating in onlinenetworked discourses. Analysis and understanding of these digitally mediated multiliterate practices—by researchers, teachers, and learners alike—may provide insight into pedagogies that recognize and even affirm these practices.

Identity Practices of Multilingual Writers in Social Networking Spaces

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.

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

Translingualism revisited: Language difference and hybridity in L2 writing

In this book, John O’Regan examines the role of political economy in the worldwide spread of English and traces the origins and development of the dominance of English to the endless accumulation of capital in a capitalist world-system.
O’Regan combines Marxist perspectives of capital accumulation with world-systems analysis, international political economy, and studies of imperialism and empire to present a historical account of the ‘free riding’ of English upon the global capital networks of the capitalist world-system. Relevant disciplinary perspectives on global English are examined in this light, including superdiversity, translanguaging, translingual practice, trans-spatiality, language commodification, World Englishes and English as a Lingua Franca. Global English and Political Economy presents an original historical and interdisciplinary interpretation of the global ascent of English, while also raising important theoretical and practical questions for perspectives which suggest that the time of the traditional models of English is past.
Providing an introduction to key theoretical perspectives in political economy, this book is essential reading for advanced students and researchers in applied linguistics, World Englishes and related fields of study.

Global English and Political Economy

Reinventing Identities in Second Language Writing

As compositionists have argued since at least the mid-1970s, multilingual composers write and otherwise interact in ways that challenge traditional categories of linguistic diversity. Keith Gilyard and Suresh Canagarajah have separately described these categories (Canagarajah, Critical; Gilyard). In the eradicationist (in Gilyard's terms) or difference-as-deficit (Canagarajah's terms) models, multilingual students entering US colleges and universities were trained through largely behavioristic strategies, including controlled composition, to iron out written (and often spoken) evidence of their putatively "home" languages in favor of native English speaker-like dialectal command. Sociolinguistic research through the 1960s underwrote the bidialectalist model, in which teachers were educated to think about students' nonschool language varieties as legitimate communicative resources that could be used as a basis for contrast on the way to teaching "preferred" English practices, which supposedly led to academic, professional, and other social capital. The high-water mark of this model is the 1974 CCCC Students' Right to Their Own Language (SRTOL) resolution, which still stands as an exemplar of CCCC's commitment to linguistic rights as much as it stands as a critical target for its enshrinement of problematic "home" versus "public" language distinctions (see, for example, Canagarajah, "The Place"; Clark). Gilyard's pluralism and Canagarajah's difference-as-resource would remove judgments about language varieties' relative values altogether, encouraging composers and their teachers to think less about "home" versus "school" appropriateness and more about how rhetorical situations and ecologies call for linguistic codes to combine, often unexpectedly and in a single composition, to fulfill rhetorical purposes.Scholars of translingualism value this last perspective highly-and indeed many, including Canagarajah, Tiane Donahue, Bruce Horner, and Min-Zhan Lu, have often argued for pedagogical practices in line with it. However, their recent work pushes even further in order to pose critical questions about a further frontier for linguistic diversity-namely, the category "language" itself. Following critical work in applied linguistics by Jan Blommaert, Jennifer Jenkins, Sinfree Makoni, Alastair Pennycook, Barbara Seidlhofer, and others (often working outside the United States), these scholars are wondering aloud how compelling "English" is (or maybe ever was) as a way to name kinds of compositional practice, especially as more and more socalled English users have less and less familial or cultural connection with English. Horner, Samantha NeCamp, and Donahue concisely summarize the translingual model: language boundaries are seen to be porous and "in constant revision" (287), composers are focused more on temporary mutual intelligibility and less on fluency (especially as "fluency" may be taken to mean comfort in a target language), and language is finally decoupled from national or other social identity.Examples of the translingual model are collected from a range of contexts. In composition classrooms, students are seen not only to change their perspectives on error, but to take up apparent errors as linguistic innovations-as in Lu's famous and oft-cited example in which a Malaysian student uses both "can" and "able" in the same expression and native English speaking students adopt and recycle "can able to" throughout the rest of the course (454). In an extracurricular situation in Sri Lanka, interlocutors are heard inserting Tamil terms into English syntax in order to facilitate a fruit sale in a market-an exchange that Canagarajah relates is just a "day in the communicative life of [. . .] a South Asian villager" (Translingual Practice 36). In examples such as these, a translingual perspective foregrounds the deliberations of underrepresented and, indeed, underestimated human language-using and language-making subjects to the end of making linguistic diversity less exotic. …

Material Translingual Ecologies

During his long scholarly career, Kenneth Burke interacted with numerous other important twentieth-century thinkers. Several of these relationships have been documented and studied through article- and book-length projects. However, Burke's long correspondence with prominent folklorist and sociolinguist Dell Hymes, while mentioned by some Burke scholars, has not been extensively explored. This article examines their written correspondence and elements of their published works and argues that Burke's articulation of key rhetorical concepts—especially "identification"—figures large in Hymes's early articulation of the basis of sociolinguistic study.

Dell Hymes, Kenneth Burke's "Identification," and the Birth of Sociolinguistics

detailed studies of his own experience as a teacher to help compositionists better understand the contemporary realities of multilingualism and how to make productive use of those realities in their own work. He makes the persuasive case that all of us can, and need to, learn to recognize ourselves and act as students of language and writing, and his book shows us how we might do so. —Bruce Horner, University of Louisville

Redesigning Composition for Multilingual Realities

Attitudes about Graduate L2 Writing in Engineering: Possibilities for More Integrated Instruction.

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Jay Jordan

Author Tools

Chat about Author