Dynamics of Translanguaging

Many pedagogical studies on composition as well as programmatic and curricular structures tend to take for granted the fact that people fall either in the camp of monolingualism or multilingualism. Building on Horner, Lu, Royster, and Trimbur's translingual approach, which calls for a pedagogy that reflects the reality of language use, this chapter highlights how the concept of a linguistic continuum better serves us than that of the two diametrically opposite poles of monolingualism and multilingualism. Often, native English speakers are perceived as monolinguals and non-native English speakers as multilinguals. Reporting on a literacy narrative of a so–called native English speaker, whom the author calls Chrissie, the author seeks to illustrate how such a simple dichotomy is reductive and has negative consequences for acquiring literacies and potentially appreciating linguistic differences. Thus, this chapter has serious implications for the teaching of writing in particular, and pedagogy in general.

CULTURAL ARTIFACTS IN STUDENTS’ LITERACY NARRATIVE

Literacy narrative is students’ writing. The students write their experiences in pass about how they learn reading, writing, speaking or listening in English. Students’ literacy narrative tells their effort to change identity from positional identity to figurative identity by using cultural artifacts. This study presents to identify the cultural artifacts to improve the students’ figurative identity through students’ literacy narrative. The objectives of study are to identify the cultural artifacts that use to change their identity by using literacy narrative. Qualitative research used to identify the cultural artifacts through students’ literacy narratives assignment and interview. The samples of the study are 20 students of senior high school. The finding result showed cultural artifacts are as tools to change their identity as a poor writer to be a good identity. Based on the students’ literacy narrative almost all of the students change their identity by cultural artifacts as books and English program (extracurricular). But some others, they joined English course beyond the school’s program. Considering the findings, this research highlights the need several times to identify the kinds of students’ identity by using ethnography.

Lessons from Forty Years as a Literacy Educator: An Information Literacy Narrative

This article summarises the author’s evolution as a writing instructor toward a career as a librarian teaching information literacy and finally as a scholar and researcher studying information literacy as an academic subject. Changes in writing pedagogy are explored as they relate to changes in the author’s instructional practices and how they underlie an understanding of information literacy as a form of literacy practice closely related to writing. Questions about the future of information literacy under current management philosophy are presented.