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Translanguaging in Writing : = Language Ideologies and the Politics of Standardization in College Composition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Translanguaging in Writing :/
其他題名:	Language Ideologies and the Politics of Standardization in College Composition.
作者:	Zorluel Ozer, Havva.
面頁冊數:	1 online resource (213 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28548627click for full text (PQDT)
ISBN:	9798535590455

Translanguaging in Writing : = Language Ideologies and the Politics of Standardization in College Composition.
Zorluel Ozer, Havva.

Translanguaging in Writing :Language Ideologies and the Politics of Standardization in College Composition. - 1 online resource (213 pages)

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2021.

Includes bibliographical references

Translanguaging, an emergent theoretical orientation to language, has become a widely discussed topic in writing studies with the rise of translingual movement in composition. Challenging the ideologies of standardization and monolingualism, translanguaging forwards towards a pedagogy of difference and facilitates transcending the socio-politically constructed language boundaries for negotiation of meaning in writing. The pedagogical potential of translanguaging has been documented in the literature; however, its value as a rhetorical practice in the context of U.S. college composition remains largely unexamined. This mixed-methods study therefore investigated college composition instructors and students' perceptions of translanguaging in writing.The study was conducted at a mid-sized public research-oriented university in the Northeast United States during the Fall semester of 2020. The participants were composition instructors and students who completed an anonymous online survey and took part in follow-up interviews. The mixed data revealed that in many cases, instructors adopted translingual orientations to plurality and difference, whereas students maintained dominant ideologies in their views of translanguaging by prioritizing a standardized variety of English-only writing. Students' appropriateness-based approaches to language difference in writing led to serious conclusions about the perseverance of monolingualism and standard language ideologies in college composition.The results of this study suggest pedagogical implications for writing program administration and college writing instruction. Writing programs should go beyond merely accepting heteroglossia and diversity, and actively incorporate language rights into the curriculum to manifest pluralistic approaches to language usage in college composition. Writing instructors should embrace translingual pedagogies and practices to challenge students' monocentric ideological positions and make them aware of their rights to their own language in writing. To foster students' sensitivity to plurality and difference, writing instructors should model translanguaging in course design and materials.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798535590455Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Academic writingIndex Terms--Genre/Form:

542853
Electronic books.

Translanguaging in Writing : = Language Ideologies and the Politics of Standardization in College Composition.
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