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2018
Volume 77, Issue 4
  • ISSN: 0010-0994
  • E-ISSN: 2161-8178

Abstract

Recent scholarship has highlighted discursive constraints students face when writing on religion in college classrooms and has questioned the efficacy of current classroom—practices for responding to such students and texts. This article addresses these concerns by positing a translingual framework for responding to students’ religious discourse. It—describes how changing conditions create and transform religions and illustrates how religious practitioners participate in those transformations. It rereads texts written by—religious writing students, demonstrating how instructors could use translingual responses to help students employ their diverse religious resources in writing to interrogate and—intervene in these changing religious contexts.

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/content/journals/10.58680/ce201526922
2015-03-01
2024-05-27
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http://instance.metastore.ingenta.com/content/journals/10.58680/ce201526922
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  • Article Type: Research Article
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