College English Jan 2016

Cultivating a Rhetorical Sensibility in the Translingual Writing Classroom

Juan C. Guerra

Abstract

This essay argues that students must call on their rhetorical sensibilities each time they sit down to write instead of automatically assuming that engaging in code-meshing is the appropriate response to every writing situation. It also encourages pedagogical efforts among teachers that invite students to locate translingualism in its larger contextual relationship with monolingualism and multlingualism, two other approaches to language difference that inform the teaching of writing. In the end, the essay suggests, students must take into consideration how each of these approaches to language difference influences the various decisions they are required to make in the writing classroom.

Journal
College English
Published
2016-01-01
DOI
10.58680/ce201627653
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Open Access
Closed
Topics
rhetorical criticism writing pedagogy teacher development translingualism editorial matter
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Citation Context

Cited by in this index (5)

  1. Özer (2024)
    College Composition Instructors’ and Students’ Orientations toward Translanguag…
    Research in the Teaching of English
  2. Shapiro et al. (2022)
    Translingual Praxis: From Theorizing Language to Antiracist and Decolonial Pedagogy
    College Composition and Communication
  3. Seltzer (2022)
    “A Lot of Students Are Already There”: Repositioning Language-Minoritized Stude…
    Written Communication
  4. Watson (2021)
    The Inevitable Mess of Translingualism
    Pedagogy
  5. Walker (2020)
    Lifeworld Discourse, Translingualism, and Agency in a Discourse Genealogy of Cé…
    Literacy in Composition Studies

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