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Translanguaging Perspectives on Writing: Learning From Findings Across Contexts
Fri, April 14, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Chicago Marriott Downtown Magnificent Mile, Floor: 6th Floor, IndianaSession Type: Symposium
Abstract
This symposium brings together researchers who take up translanguaging perspectives on writing across contexts. The papers in the session explore how a translanguaging approach, which is rooted in the idea that bi/multilingual people draw from an integrated repertoire of features, rather than use separate, named languages, to communicate and make meaning (García & Li Wei, 2012; Otheguy et. al. 2015), can expand notions of writing and writing practices. The symposium features studies set in elementary and secondary classrooms, a community-based writing center, an after school writing club, and an intergenerational writing/making workshop. Overall, this symposium will offer insights into translanguaging perspectives on writing and inquire into common themes and ideas that could generate future research and inquiry into this topic.
Sub Unit
Chair
Papers
Translingual Writing Among Young Emergent Bilinguals in a Community Literacy Center - Stephanie Lynn Abraham, Rowan University
Translanguaging With Elementary Students: Humanizing Multilingualism in an After-School Writing Club - Margarita Gómez, Loyola University Maryland
Making Visible the Translanguaging Corriente in Elementary Writing Instruction: Bilingual Teachers Enacting Bilingualism in Situ - Mileidis Gort, University of Colorado - Boulder; Molly Hamm-Rodríguez, University of South Florida; Mary Beth Snow Balderas, University of Colorado - Boulder; Devon Hedrick-Shaw, University of Colorado - Boulder
Evolving a Critical Translanguaging Stance Toward Writing With Secondary English Language Arts Teachers - Kate Seltzer, Rowan University
"Teníamos Hilo, Teníamos Tela, y Hacíamos Cosas": Translingual Writing and Making in an Intergenerational Workshop - Emily Machado, University of Wisconsin - Madison; Grace Cornell Gonzales, University of Washington; Lauren Plitkins, University of Washington