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
CompPile
Open Access
Closed
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Citation context

Cited by in this index (26)

  1. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  2. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  3. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  4. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  5. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
Show all 26 →
  1. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  2. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  3. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  4. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  5. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  6. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  7. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  8. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  9. IV (2024)
    The Decolonial Imperative in Basic Writing
    Literacy in Composition Studies
  10. Özer (2024)
    College Composition Instructors’ and Students’ Orientations toward Translanguag…
    Research in the Teaching of English
  11. Wilson (2024)
    Biliteracy Agendas for WAC/WID Research and Teaching � On Mundane Genres, Trans…
    Across the Disciplines
  12. Faris et al. (2023)
    Piloting a Language Autoethnography in First-Year Writing Programs: A Study of …
    Open Words: Access and English Studies
  13. Shapiro et al. (2022)
    Translingual Praxis: From Theorizing Language to Antiracist and Decolonial Pedagogy
    College Composition and Communication
  14. Seltzer (2022)
    “A Lot of Students Are Already There”: Repositioning Language-Minoritized Stude…
    Written Communication
  15. Watson (2021)
    The Inevitable Mess of Translingualism
    Pedagogy
  16. Walker (2020)
    Lifeworld Discourse, Translingualism, and Agency in a Discourse Genealogy of Cé…
    Literacy in Composition Studies
  17. Walker (2020)
    Lifeworld Discourse, Translingualism, and Agency in a Discourse Genealogy of Cé…
    Literacy in Composition Studies
  18. Hall (2018)
    The Translingual Challenge: Boundary Work in Rhetoric and Composition, Second L…
    Across the Disciplines
  19. Cavazos et al. (2018)
    Advancing a Transnational, Transdisciplinary and Translingual Framework: A Prof…
    Across the Disciplines
  20. Hartse et al. (2018)
    Languaging about Language in an Interdisciplinary Writing-Intensive Course
    Across the Disciplines
  21. Horner (2018)
    Translinguality and Disciplinary Reinvention
    Across the Disciplines

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