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"Canagarajah, A. Suresh"
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Negotiating Translingual Literacy: An Enactment
This article argues that an understanding of writing as translingual requires a shift to a different orientation to literacy—i.e., from autonomous and situated to negotiated. Such an orientation treats the text as co-constructed in time and space—with parity for readers and writers in shaping the meaning and form—and thus performed rather than preconstructed, making the multimodal and multisensory dimensions of the text fully functional. Going beyond the native/nonnative and monolingual/multilingual speaker binaries, this study demonstrates that both student groups can orient themselves to such literate practices in the context of suitable pedagogical affordances. Drawing from teacher research informed by an ethnographic perspective, the study identifies four types of negotiation strategies adopted by writers to code-mesh and readers to interpret texts: envoicing, recontextualization, interaction, and entextualization. Envoicing strategies set the conditions for negotiation, as it is a consideration of voice that motivates writers to decide the extent and nature of code-meshing; recontextualization strategies prepare the ground for negotiation; interactional strategies are adopted to co-construct meaning; and entextualization strategies reveal the temporal and spatial shaping of the text to facilitate and respond to these negotiations. The analysis points to the value of a dialogical pedagogy that can further develop the negotiation strategies students already bring to the classroom.
Journal Article
Reclaiming the Local in Language Policy and Practice
This volume inserts the place of the local in theorizing about language policies and practices in applied linguistics. While the effects of globalization around the world are being discussed in such diverse circles as corporations, law firms, and education, and while the spread of English has come to largely benefit those in positions of power, relatively little has been said about the impact of globalization at the local level, directly or indirectly. Reclaiming the Local in Language Policy and Practice is unique in focusing specifically on the outcomes of globalization in and among the communities affected by these changes. The authors make a case for why it is important for local social practices, communicative conventions, linguistic realities, and knowledge paradigms to actively inform language policies and practices for classrooms and communities in specific contexts, and to critically inform those pertaining to other communities. Engaging with the dominant paradigms in the discipline of applied linguistics, the chapters include research relating to second language acquisition, sociolinguistics, literacy, and language planning. The majority of chapters are case studies of specific contexts and communities, focused on situations of language teaching. Beyond their local contexts these studies are important for initiating discussion of their relevance for other, different communities and contexts. Taken together, the chapters in this book approach the task of reclaiming and making space for the local by means of negotiating with the present and the global. They illuminate the paradox that the local contains complex values of diversity, multilingualism, and plurality that can help to reconceive the multilingual society and education for postmodern times.
eBook
Teacher Development in a Global Profession: An Autoethnography
In this ethnographic self-reconstruction, the author represents the ways in which he negotiated the differing teaching practices and professional cultures of the periphery and the center in an effort to develop a strategic professional identity. He brings out the importance of using multiple identities critically for voice in the wider professional discourses and practices. As global English acquires local identities, and diverse professional communities develop their own socially situated pedagogical practices, it is becoming important to chart a constructive relationship between these communities in TESOL. Through his journey of professionalization, the author explores the framework of relationships that would enable an effective negotiation of practices and discourses between the different professional communities and facilitate more constructive teacher identities.
Journal Article
Toward a Writing Pedagogy of Shuttling between Languages: Learning from Multilingual Writers
The author suggests that models positioning the multilingual writer as passively conditioned by \"interference\" from his or her first language, as well as more correlative models of the interrelationships of multiple languages in writing, need to be revised. Analyzing works written to different audiences, in different contexts, and in different languages by a prominent Sri Lankan intellectual, the author instead suggests a way of understanding multilingual writing as a process engaged in multiple contexts of communication, and multilingual writers as agentive rather than passive, shuttling creatively among languages, discourses, and identities to achieve their communicative and rhetorical objectives. (Contains 4 notes.)
Journal Article
Translingual Practice
Winner of the AAAL Book Award 2015Winner of the Modern Language Association's Thirty-Third Mina P. Shaughnessy Prize Winner of the BAAL Book Prize 2014
Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way of looking at the use of English within a global context. Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. Canagarajah argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms.
Incisive and groundbreaking, this will be essential reading for anyone interested in multilingualism, world Englishes and intercultural communication.
eBook
The Place of World Englishes in Composition: Pluralization Continued
Contesting the monolingualist assumptions in composition, this article identifies textual and pedagogical spaces for World Englishes in academic writing. It presents code meshing as a strategy for merging local varieties with Standard Written English in a move toward gradually pluralizing academic writing and developing multilingual competence for transnational relationships.
Journal Article
TESOL at Forty: What Are the Issues?
This overview delineates the direction of pedagogical developments since the 25th anniversary issue of TESOL Quarterly. Three tendencies characterize our professional practice: (a) a continuation along the earlier lines of progression (i.e., in opening up the classroom to learning opportunities, integrating skills, and teaching for specific purposes); (b) a radical reorientation along new paradigms (i.e., in understanding motivation and acquisition in terms of social participation and identity construction; in developing methods from the ground up, based on generative heuristics; in widening testing to include formative assessment; in accommodating subjective knowledge and experience in teacher expertise); (c) unresolved debates and questions about the direction in certain domains (i.e., when and how to teach grammar; whether to adopt cognitivist or social orientations in SLA, testing, and teacher education). Our professional knowledge gets further muddled by the new movements of globalization, digital communication, and World Englishes, which pose fresh questions that are yet to be addressed. However, grappling with these concerns has engendered realizations on the need for local situatedness, global inclusiveness, and disciplinary collaboration that are of more lasting value.
Journal Article
NEGOTIATING THE LOCAL IN ENGLISH AS A LINGUA FRANCA
Although there are many studies on the new international norms developing to facilitate communication in English as a lingua franca (ELF), there are limited discussions on the ways local values and identities are negotiated. After reviewing the debates on the place of the local in ELF, this chapter goes on to address the new policy challenges for local communities. Then it reviews studies on the ways local values are represented in oral, written, and digital communication. I finally make a case for developing paradigms based on heterogeneity in applied linguistics to accommodate diversity in successful communication.
Journal Article