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2018
Volume 68, Issue 2
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Translingual dispositions, characterized by a general openness to plurality and difference in the ways people use language, are central for all users of English in a globalized society, and the fostering of such proclivities is an imperative to the contemporary composition classroom. In this article, we analyze student writing that emerged from a global classroom partnership between a US university and a Hong Kong university designed to facilitate the fostering of translingual dispositions. We show that an examination of writing provides a window into the varied ways in which students negotiate their linguistic identities and construct their ideological commitments to language difference. Although composition can become a space that facilitates opportunities for students to “do” translingual dispositions, these dispositions are constitutive of a constellation of highly complex sociocultural issues and experiences and therefore cannot be expected to be articulated in a preconceived and uniform manner.

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/content/journals/10.58680/ccc201628883
2016-12-01
2024-05-21
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http://instance.metastore.ingenta.com/content/journals/10.58680/ccc201628883
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  • Article Type: Research Article
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