This dissertation is a history of the representations of linguistically diverse international students within composition studies. The project highlights some of the many terms that have been used to represent linguistically diverse writers, such as ESL, EFL, multilingual, and nonnative, tracing the path to the concept of translingualism currently used by composition scholars. This research responds to Paul Matsuda's argument in "Composition Studies and ESL Writing: A Disciplinary Division of Labor" that "[u]ntil fairly recently, discussions of English as a Second Language (ESL) issues in composition studies have been few and far between" (699). This dissertation contends that Matsuda overstates his claim when he argues that composition, as a field, has not been overly concerned with the topic of second language speakers. Indeed, this topic has been emphasized throughout the field's scholarship and has even contributed to the formation of the field itself. Specifically, the dissertation analyzes the journals College English between 1939-1950 and College Composition and Communication between 1950-2013 to examine the conversations about multilingual writers and students in the field of composition. Through an analysis of these journals, it becomes apparent that discussions about international students in U.S. classrooms today have strong antecedents in the conversations of our past. And these conversations about international, linguistically diverse writers have been a continuous force in the creation and evolution of mainstream thinking in the field. By tracing these evolving conversations, the project demonstrates how the field of composition has reached the translingual moment currently researched by composition scholars. The dissertation concludes that translingualism, as a developing theory, still calls for more research that emphasizes pedagogical techniques that use a translingual approach to language. / Ph. D.

No description available.

<p><a>A translingual approach to writing as a new paradigm has been proposed to challenge English monolingualism, question traditional ideas on language difference, advocate for writer agency in shaping their own language, and legitimize additional languages/varieties as resources rather than deficits in the target language teaching, learning, and using. Though these central tenets are broadly valorized, the notion of “translingual” has elicited a number of concerns, such as the partial representation of language mixture ideas in sociolinguistics and second language studies, the pedagogical implications for language learners, the discouragement of discussion about similarities and differences among languages, and the missing discussion of language development. Given these concerns, a translingual approach has not been well-represented in the field of L2 writing. </a></p> <p>In this dissertation, I introduced the development of the notion of a translingual approach to writing, summarized its conceptual debates, outlined its practical enactment, conducted a case study to examine a L2 writing process from a translingual approach, and discussed the possibilities and challenges of a translingual approach to L2 writing. To be specific, the notion of a translingual approach to writing has been continually extended by incorporating various concepts, such as a temporal-spatial approach, translation, spatial repertoires, and an ecological approach. This extension has elicited some debates on its conceptualization, e.g., code-switching vs. code-meshing vs. rhetorical sensibility, language competence vs. language performance, a multilingual approach vs. a translingual approach, and a translingual approach to writing and L2 writing. Despite these debates, a translingual approach to writing has been implemented in different contexts (such as EFL, ESL, ENL, and cross-cultural contexts) with different writer groups (e.g., K-12 students, college students, and professional writers) and for different purposes (such as, improving teaching, motivating learning, and being more creative in writing).</p> <p>The results from the conceptual debate synthesis, enactment summary, and the case study indicated that a translingual approach is possible to benefit L2 writing theoretically, ideologically, and pedagogically. However, the findings also showed the challenges of a translingual approach to L2 writing, such as the confusing definition of “translingual writing” with L2 writing, the resistance of language norms by a translingual approach, and the blurring differences between languages and language users. Hopefully, this dissertation could be a bridge between a translingual approach to writing and L2 writing. </p>

abstract: This project emphasizes a complex, holistic, and additive view of content knowledge in the Discipline of Writing, advocating for balanced and affirming scholarship and pedagogy rather than a competitive approach that leads to an epistemology of erasure. As a composite project, the introduction contextualizes three articles linked by their articulation of holistically and additively thinking for students and scholars in the discipline of writing, preparing the reader to see the rhetorical steps that I attempt to take in each article along these lines. Article 1, “The Collaborative Work of Composition,” uses Marxian language of production to highlight the complexities of collaborative writing in a social microcosm drawing focus to the difficulties some students have collaborating, particularly those of linguistic and cultural minority groups, because they or their collaborators struggle to adopt an additive valuing system to position themselves and one another as part of a team with varying strengths. In Article 2, “An Integrative Translingual Pedagogy of Affirmation,” I build on this valuing of writers by advocating for an affirming pedagogy that allows teachers to help students see the complexity and value of their shared languages and their individual (L)anguage as well as the identity connected to these. Article 3, “Familia Académica: Translingual History and the Epistemology of Erasure,” draws on a deep and overlooked history that provides a more complex holistic lens for the current socio-politics of the discipline of Writing’s interaction with the translingual approach, re-orienting to a more additive blend of the extreme perspectives that key scholars have taken between second language writing and translingual writing. Finally, the last section of the dissertation acts as a metaconstruction of the discipline of Writing, pointing to moments within the previous three articles that indicate a sustained effort to complicate binaries and then provide an alternate symbiosis of scholarly perspectives for disciplinary discourse and identity in Writing. Most importantly though, the final section of the dissertation synthesizes the partial approaches introduced in the previous three articles which inform my understanding of disciplinarity. Further, this final section attempts to find equity in the variety of partial approaches developed in the previous articles and which I have since matured into what I call the 8 Aspects of Writing. The 8 aspects and their components move beyond individual issues presented in each article and synthesize a more holistic, additive, and systematic model of defining the content knowledge for the discipline of Writing. / Dissertation/Thesis / Doctoral Dissertation English 2019

För att utforska pedagogernas uppfattningar och arbetsmetoder kring att främja flerspråkighet i förskolan genomfördes kvalitativa intervjuer med ett urval av pedagoger. Intervjuerna syftade till att få en djupare förståelse för deras uppfattningar och erfarenheter av att arbeta med flerspråkiga barn. Genom en diskursiv analys samt av intervjuerna kunde olika tolkningar och förståelser av förskolans läroplan lyftas fram. Det framkom att vissa pedagoger betonade vikten av att följa läroplanens riktlinjer noggrant, medan andra uttryckte att flexibilitet och anpassning var nödvändigt för att möta barnens individuella behov. Studiens resultat indikerar att det finns utmaningar i att främja flerspråkighet i förskolan, särskilt när det gäller att kommunicera och involvera vårdnadshavare. För att möta dessa utmaningar är det viktigt att pedagogerna har en positiv inställning och nyfikenhet gentemot barnens olika språk och kulturer. Stöttning från pedagogerna spelar också en viktig roll i barnens flerspråkiga utveckling. Sammanfattningsvis visar studien att pedagogernas uppfattningar och arbetsmetoder kring att främja flerspråkighet i förskolan är komplext, men att det finns en gemensam förståelse av värdet och betydelsen av detta arbete.  Det framhålls att detta arbete är viktigt för att stärka barnens självkänsla och identitet, vilket betonar vidare betydelsen av att inkludera och synliggöra alla språk och kulturer i förskolan. Det finns utmaningar i att kommunicera med vårdnadshavare och tolka förskolans läroplan, men pedagogernas inställning, nyfikenhet och stöttning spelar en viktig roll i att främja barnens flerspråkiga utveckling. Högläsning och musik är vanliga strategier som används för att integrera olika språk i förskolan. Denna studie bidrar med kunskap om pedagogers uppfattningar om flerspråkighet samt hur pedagogerna beskriver sitt arbete med flerspråkighet i förskolan. / To explore the pedagogues' perceptions and working methods regarding promoting multilingualism in preschool, qualitative interviews were conducted with a selection of pedagogues. The interviews aimed to gain a deeper understanding of their views and experiences of working with multilingual children. Through a discursive analysis of the interviews, different interpretations and understandings of the preschool curriculum could be highlighted. It emerged that some educators emphasized the importance of following curriculum guidelines closely, while others expressed that flexibility and adaptation were necessary to meet children's individual needs. The results of the study indicate that there are challenges in promoting multilingualism in preschool, especially when it comes to communicating and involving guardians. To meet these challenges, it is important that the educators have a positive attitude and curiosity towards the children's different languages and cultures. Support from the teachers also plays an important role in the children's multilingual development. In summary, the study shows that the teachers' perceptions and working methods regarding promoting multilingualism in preschool is complex, but that there is a common understanding of the value and importance of this work. It is emphasized that this work is important for strengthening the children's self-esteem and identity, which further emphasizes the importance of including and making all languages and cultures visible in the preschool. There are challenges in communicating with guardians and interpreting the preschool curriculum, but the teachers' attitude, curiosity, and support play an important role in promoting the children's multilingual development. Reading aloud and music are common strategies used to integrate different languages in preschool. This study shed light on discourses on multilingualism to the knowledge of how pedagogues can work to promote multilingualism in preschool.

Este estudo investiga os processos de co-construções webcurriculares em um curso de Língua Inglesa, caracterizado pela ausência de livro didático e cujas construções das aulas são mediatizadas pelas tecnologias digitais da informação e comunicação, suas ferramentas e seus recursos. Amalgamados em movimentos agênticos de alunos e professor, os processos de construção de discursos e enunciados (BAKHTIN, 1929), sentidos e significados (BRUNER, 1960) por meio de práticas translíngues (CANAGARAJAH, 2013) oferecem alguns dos elementos mediatizadores para que esses processos de co-construções de novas arquiteturas pedagógicas ocorram. Essa composição caleidoscópica que fomenta a ecologia social e cultural desta pesquisa etnográfica é caracterizada por ser interpretativa em busca de significados (GEERTZ, 1973), e não uma análise de uma ciência experimental em busca de uma lei. Assim, este trabalho encontra-se organizado em três capítulos que discorrem sobre as concepções que envolvem esta pesquisa etnográfica e seus processos de construção de dados contemplando os webcurrículos, as agências e as práticas translíngues por meio dos letramentos. A partir dos conceitos de temporalidade (EMIRBAYER e MISCHE, 1998) e da abordagem ecológica da agência (BIESTA e TEDDER, 2007) é possível observar como os movimentos agênticos de cada um dos sujeitos da pesquisa dialogam em busca de um equilíbrio outro, a partir de forças que emanam dessa ecologia social, cultural e material. Assim, o leitor é convidado a espiar através das lentes deste pesquisador-etnógrafo, alguns movimentos e olhares construídos, cujos elementos mediadores são os letramentos com as suas múltiplas linguagens e as tecnologias digitais da informação e comunicação. Tal composição ecológica propicia a abertura de novas janelas acompanhadas por visões de mundo outras, cujos elementos possibilitam infinitas combinações que fomentam a construção de outros tipos de conhecimentos inacabados. / English language program, characterized by the absence of textbooks and whose classroom constructions are mediated by digital information and communication technologies, their tools and their resources. The processes of constructing discourses and speeches (BAKHTIN, 1929), sense and meanings (BRUNER, 1960) by means of translingual practices (CANAGARAJAH, 2013) offer some of the mediatizing elements for these processes of co-constructions of new pedagocial architectures to occur. This kaleidoscopic composition that fosters the social and cultural ecology of this ethnographic research is characterized by being interpretative in search of meanings (GEERTZ, 1973), and not an analysis of an experimental science in search of a law. Thus, this work is organized in three chapters that discuss the conceptions that involve this ethnographic research and its processes of data construction contemplating the web-based curricula, the agencies and the translingual practices and the literacies. Based on the concepts of temporality (EMIRBAYER and MISCHE, 1998) and the ecological approach of agencies (BIESTA and TEDDER, 2007), it is possible to observe how the agentic movements of each of the research subjects intertwine in seach of some equilibrium of the other, whose forces emanate from this social, cultural and material ecology. Thus, the reader is invited to peer through the lenses of this ethnographer-researcher, some of the constructed movements and looks, whose mediating elements are the literacies and their multiple languages and the digital technologies of information and communication. Such ecological composition allows the opening of new windows accompanied by other world views, whose elements allow infinite combinations that foment the construction of other types of knowledge, unfinished knowledge.

Este estudo investiga os processos de co-construções webcurriculares em um curso de Língua Inglesa, caracterizado pela ausência de livro didático e cujas construções das aulas são mediatizadas pelas tecnologias digitais da informação e comunicação, suas ferramentas e seus recursos. Amalgamados em movimentos agênticos de alunos e professor, os processos de construção de discursos e enunciados (BAKHTIN, 1929), sentidos e significados (BRUNER, 1960) por meio de práticas translíngues (CANAGARAJAH, 2013) oferecem alguns dos elementos mediatizadores para que esses processos de co-construções de novas arquiteturas pedagógicas ocorram. Essa composição caleidoscópica que fomenta a ecologia social e cultural desta pesquisa etnográfica é caracterizada por ser interpretativa em busca de significados (GEERTZ, 1973), e não uma análise de uma ciência experimental em busca de uma lei. Assim, este trabalho encontra-se organizado em três capítulos que discorrem sobre as concepções que envolvem esta pesquisa etnográfica e seus processos de construção de dados contemplando os webcurrículos, as agências e as práticas translíngues por meio dos letramentos. A partir dos conceitos de temporalidade (EMIRBAYER e MISCHE, 1998) e da abordagem ecológica da agência (BIESTA e TEDDER, 2007) é possível observar como os movimentos agênticos de cada um dos sujeitos da pesquisa dialogam em busca de um equilíbrio outro, a partir de forças que emanam dessa ecologia social, cultural e material. Assim, o leitor é convidado a espiar através das lentes deste pesquisador-etnógrafo, alguns movimentos e olhares construídos, cujos elementos mediadores são os letramentos com as suas múltiplas linguagens e as tecnologias digitais da informação e comunicação. Tal composição ecológica propicia a abertura de novas janelas acompanhadas por visões de mundo outras, cujos elementos possibilitam infinitas combinações que fomentam a construção de outros tipos de conhecimentos inacabados. / English language program, characterized by the absence of textbooks and whose classroom constructions are mediated by digital information and communication technologies, their tools and their resources. The processes of constructing discourses and speeches (BAKHTIN, 1929), sense and meanings (BRUNER, 1960) by means of translingual practices (CANAGARAJAH, 2013) offer some of the mediatizing elements for these processes of co-constructions of new pedagocial architectures to occur. This kaleidoscopic composition that fosters the social and cultural ecology of this ethnographic research is characterized by being interpretative in search of meanings (GEERTZ, 1973), and not an analysis of an experimental science in search of a law. Thus, this work is organized in three chapters that discuss the conceptions that involve this ethnographic research and its processes of data construction contemplating the web-based curricula, the agencies and the translingual practices and the literacies. Based on the concepts of temporality (EMIRBAYER and MISCHE, 1998) and the ecological approach of agencies (BIESTA and TEDDER, 2007), it is possible to observe how the agentic movements of each of the research subjects intertwine in seach of some equilibrium of the other, whose forces emanate from this social, cultural and material ecology. Thus, the reader is invited to peer through the lenses of this ethnographer-researcher, some of the constructed movements and looks, whose mediating elements are the literacies and their multiple languages and the digital technologies of information and communication. Such ecological composition allows the opening of new windows accompanied by other world views, whose elements allow infinite combinations that foment the construction of other types of knowledge, unfinished knowledge.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-10-24T12:05:10Z No. of bitstreams: 1 phelippenathanielribeirooliveira.pdf: 38807259 bytes, checksum: 0fb7a9c3618eead9cfaf2b0cd4b00d9c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-11-23T11:11:27Z (GMT) No. of bitstreams: 1 phelippenathanielribeirooliveira.pdf: 38807259 bytes, checksum: 0fb7a9c3618eead9cfaf2b0cd4b00d9c (MD5) / Made available in DSpace on 2018-11-23T11:11:27Z (GMT). No. of bitstreams: 1 phelippenathanielribeirooliveira.pdf: 38807259 bytes, checksum: 0fb7a9c3618eead9cfaf2b0cd4b00d9c (MD5) Previous issue date: 2018-08-22 / Esta pesquisa de base qualitativa (DENZIN & LINCOLN, 1994) tem por finalidade coletar ocorrências de lookalike English (BLOMMAERT, 2012) a partir da paisagem linguística (GORTER, 2006) da cidade de Juiz de Fora, Minas Gerais, e propor sua análise sob uma orientação translíngue (CANAGARAJAH, 2013) para a linguagem, a qual acreditamos permitir uma compreensão mais esclarecedora dos complexos processos subjacentes a estas práticas linguísticas. Revisitamos os principais modelos teóricos desenvolvidos a partir da segunda metade do século XX, tais como World Englishes (KACHRU, 1991), English as Global Language (CRYSTAL, 2003), English as a Lingua Franca (JENKINS, 2006; MAURANEN, 2017) e English as A Local Language (HIGGINS, 2009), os quais têm sido usados para se descrever a expansão global da língua inglesa e sua diversificação a partir do contato com outras línguas, a fim de evidenciarmos um dinamismo característico deste processo e traçar as bases conceituais necessárias à compreensão da virada multilíngue (MAY, 2014), à qual pretendemos alinhar nossas considerações. Discutimos como a mobilidade (BLOMMAERT, 2010) possibilitada pelos episódios mais recentes da globalização tem dado origem a novas formas de multilinguismo urbano em uma sociedade frequentemente descrita como superdiversa (VERTOVEC, 2005; BUDACH & SAINTGEORGES, 2017). Apoiados em pressupostos teóricos recentes da Sociolinguística e da Linguística Aplicada, tais como o entendimento de língua como uma prática local (PENNYCOOK, 2010), nas contribuições metodológicas da tradição etnográfica (BLOMMAERT, 2013; BLOMMAERT & JIE, 2010) e da análise de narrativas (DE FINA, 2009, 2015; DE FINA & JOHNSTONE, 2015), buscamos evidenciar nos accounts (SCOTT & LYMAN, 1968) produzidos em nosso trabalho de campo a natureza translíngue de tais práticas (CANAGARAJAH, 2013) e examiná-las através das lentes da multivocalidade (HIGGINS, 2009) e da inescrutabilidade (LEE, 2017), noções que nos permitem discutir questões de identidade e legitimidade envolvidas em práticas translíngues. / This qualitative study (DENZIN & LINCOLN, 1994) aims to collect examples of lookalike English (BLOMMAERT, 2012) from the linguistic landscape of Juiz de Fora, Minas Gerais, and treat them from a translingual orientation (CANAGARAJAH, 2013) to language, which we believe to foster a deeper discussion of the complex processes underlying such language practices. We reexamine the most important theoretical models developed during the second half of the 20th century, such as World Englishes (KACHRU, 1991), English as Global Language (CRYSTAL, 2003), English as Lingua Franca (JENKINS, 2006; MAURANEN, 2017) and English a Local Language (HIGGINS, 2009), which have been used to describe the global expansion and diversification of English through its contact with other languages, in order to reveal the inherent dynamics of this process and build the conceptual foundations to the understanding of the multilingual turn (MAY, 2014), with which we expect to align our considerations. We discuss how the mobility (BLOMMAERT, 2010) brought about by the latest events of globalization has originated new forms of urban multilingualism in a society frequently described as super-diverse (VERTOVEC, 2005; BUDACH & SAINT-GEORGES, 2017). By drawing on more recent theoretical constructs in Sociolinguistics and Applied Linguistics, such as an understanding of language as a local practice (PENNYCOOK, 2010), as well as methodological contributions both from the ethnographic tradition (BLOMMAERT, 2013; BLOMMAERT & JIE, 2010) and narrative analysis (DE FINA, 2009, 2015; DE FINA & JOHNSTONE, 2015), we examine the accounts (SCOTT & LYMAN, 1968) produced during our fieldwork in order to unveil the translingual nature of such language practices, which are further discussed through the lenses of multivocality (HIGGINS, 2009) and inscrutability (LEE, 2017) in order to address identity and legitimacy issues embedded in these practices.

Globalization asserts increasing pressure on marginalized cultures and languages. While faced with the pragmatic, often economic, need to communicate via global languages such as English and Chinese, communities of non-dominant language users struggle to maintain or reestablish their own cultural and linguistic practices. This thesis considers three areas of theory to further inquiry into how revitalization contexts may operate within an increasingly borderless world. The specific focus is the CHamoru/Chamorro revitalization context on Guåhan /Guam. First, readers enter the discussion through the conduit of narrative theory which focuses on how legends spanning generations may lend insight into how the dispositions of local inhabitants developed. Second, affect theory is considered to illustrate how narratives are constructed about the future through fear and anxiety. Third, revitalization rhetoric and the emergent theory of translingualism are addressed as they lie at the intersection of narratives about the past and future. The thesis works to initiate conversations between theories which previously worked apart from one another in a context infrequently considered in an effort to establish a foundation for future research and activism on the the island of Guåhan

No description available.