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Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging
CANAGARAJAH, SURESH
The Modern language journal (Boulder, Colo.), 2011-09, Vol.95 (3), p.401-417
[Periódico revisado por pares]
Malden, USA: Blackwell Publishing Inc
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Título:
Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging
Autor:
CANAGARAJAH, SURESH
Assuntos:
Academic Discourse
;
Assignments
;
Classification
;
Code Switching (Language)
;
Coding
;
Creative writing
;
Critical Thinking
;
Diaries
;
Ethnography
;
Feedback (Response)
;
Foreign Countries
;
Language
;
Language Proficiency
;
Language Usage
;
Literacy
;
Literary criticism
;
Metacognition
;
Multilingualism
;
Peer Evaluation
;
Poetry
;
Revision (Written Composition)
;
Rhetoric
;
Saudi Arabia
;
Second Languages
;
Studies
;
Teacher Student Relationship
;
Teaching Methods
;
Undergraduate Students
;
Writing
;
Writing (Composition)
;
Writing instruction
;
Written narratives
É parte de:
The Modern language journal (Boulder, Colo.), 2011-09, Vol.95 (3), p.401-417
Notas:
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istex:BE2EFB09F113ADFC858A5E0C66EC0651255A8190
ArticleID:MODL1207
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição:
Studies on translanguaging of multilingual students have turned their attention to teachable strategies in classrooms. This study is based on the assumption that it is possible to learn from students' translanguaging strategies while developing their proficiency through a dialogical pedagogy. Based on a classroom ethnography, this article describes the translanguaging strategies of a Saudi Arabian undergraduate student in her essay writing. Her strategies are classified through thematic coding of multiple forms of data: drafts of essay, journals, classroom assignments, peer review, stimulated recall, and member check. The strategies are of 4 types: recontextualization strategies, voice strategies, interactional strategies, and textualization strategies. The study describes how the feedback of the instructor and peers can help students question their choices, think critically about diverse options, assess the effectiveness of their choices, and develop metacognitive awareness.
Editor:
Malden, USA: Blackwell Publishing Inc
Idioma:
Inglês
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