The Ethics of Teacher Responses to Translingual Student Writing

This chapter will discuss the history of instructor comments in first-year writing and consider the differences in commenting for translingual students, native English-speaking students, as well as students from various language backgrounds and experiences. The goal is to consider ways beyond simply pointing out errors in students' writing and consider the rhetorical appropriateness of the students' texts and how instructors can provide comments to students to maintain the integrity of students' language backgrounds.

Rethinking Creative Writing Pedagogy in a Multilingual Composition Classroom

This chapter aims to redefine creative writing pedagogy in terms of a literacy practice to identify the role of creative writing in establishing community literacy in ESL classrooms and to determine the ways in which creative writing might be implemented in the ESL composition class with a view to fostering community literacy. The chapter defines the scope of the following concepts and defines the corresponding working terms in the chapter: community literacy, creative writing pedagogy, composition classroom, etc. The first part of the chapter provides the overview of the theoretical works of the researchers whose views and concepts serve as the foundation for the current research. The second part of the chapter identifies specific creative writing techniques to be utilized in the ESL classroom for establishing community literacy.

Cultural Biases in Transitional Writing Courses and Their Effect on Hispanic Students in Texas

High school students in the United States have the option of taking advanced placement (AP) courses designed to prepare them to take AP exams that will potentially give them the opportunity to receive college credits for first-year undergraduate courses. This chapter examines the cultural biases present in the AP English Language and Composition course and exam, which focus on skills and knowledges typically learned in a first-year composition course. With culturally relevant theory in mind, this work specifically draws attention to the effects of such cultural biases on Hispanic students in Texas, a state where the number of Hispanic students surpasses the number of students from any other cultural background.

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.

Discriminatory Writing Assessment Practices in First-Year Composition

Discriminatory writing assessment practices in first-year composition are rampant across academic institutions in the U.S. These practices have helped perpetuate standard language ideology that serves the interests of the institutionalized racism and done a disservice to Black, Indigenous, and People of Color (BIPOC), whose writing practices fail to abide by the conventions of standard English. This chapter holds implicit biases and stereotypical perceptions engendered by instructors and academia chiefly responsible for these discriminatory assessment practices and argues that these go against the spirit of social justice in writing classrooms, particularly impacting academic trajectories and other life chances of BIPOC students. Finally, it offers some recommendations on how these unfair assessment practices that rest on implicit biases can be checked using culturally relevant pedagogy, which incorporates translingualism and multimodality, and the roles different stakeholders can play in this process.

Language Ideologies of Nepali People in YouTube Interactions

This chapter investigates how Nepali people demonstrate colonized thinking in their responses to a speech by a former Minister of State for Health and Population. Nepali people seem to be influenced by standard language ideology. Therefore, this chapter argues that Nepali people should come out of their colonized thinking, which adheres to standard language ideology. They should rather embrace translingualism in order to appreciate their own cultural and linguistic heritage when communicating in English.

Increasing Access to and Success in Higher Education and the Role of Ethical Leadership

This chapter discusses the importance of access and success in U.S. higher education, particularly positing how marginalized students still, in some ways, fail to both access higher education and succeed in it and stresses the need for the fair inclusion of marginalized student population into higher education, giving them fair chances to succeed. The chapter holds culturally irrelevant pedagogy, educational policy handicaps, income inequities, dwindling education funds, and biased assessment criteria which favor native speakers of English over others responsible for this state and that these should be addressed immediately. The chapter, leaning on scholars like R.W. Rebore, also emphasizes the role of ethical leadership as indispensable to ensure the execution of different policies and actions that align with notions of equity and justice. This will, the chapter argues, help ensure that the disadvantaged student population gets to enjoy the rewards of higher education as much as their white colleagues do.

Translanguaging as a Pedagogy of Enacting Social Justice in a Multilingual Setting

In this chapter, the author discusses how translanguaging pedagogy serves as a socially just pedagogy to teach English as a compulsory subject and to implement English as a medium of instruction (EMI) in Nepal, like other multilingual countries. To substantiate this argument, drawing ideas from several seminal theoretical works and reviewing some empirical studies on translanguaging, the author first presents his own experience of learning and teaching English in his home country, Nepal. Then, presenting a brief sociolinguistic milieu and some relevant educational studies of Nepal, the author discusses translanguaging and social justice, incorporating ideas from recent disciplinary literature. Lastly, he argues translanguaging pedagogy as a socially just pedagogy, for it maintains the linguistic identities of students, enhances students' participation in the classroom, makes sense of content, and fosters students' literacy.

Story Shaping Ideology

Using interviews, artifacts, email correspondences, and lesson plans collected from six white, female, preservice teachers during their student teaching, this chapter focuses on the stories that shaped their ideologies of the emergent bilingual children in their classrooms. The findings indicate the preservice teachers, while having diverse lived experiences, held some common majoritarian stories concerning English learners. In addition to those majoritarian stories already established in the field, there were three additional stories uncovered in this study that significantly influenced the ideologies of emergent bilingual students. The chapter concludes by encouraging teacher educators to unpack story and use it as a vehicle for addressing teacher ideology of emergent bilingual students.