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Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging

by CANAGARAJAH, SURESH

in Academic Discourse / Academic Writing / Arabisch / Assignments / Classification / Classroom communication / Classrooms / Code Switching / Code Switching (Language) / Coding / College Students / Competence / Creative writing / Critical Thinking / Diaries / Drafts / Englisch / Essay Writing / Ethnography / Fallstudie / Feedback / Feedback (Response) / Foreign Countries / Language / Language Proficiency / Language Usage / Language Use / Learning Environment / Literacy / Literary criticism / Mehrsprachigkeit / Metacognition / Multilingualism / Peer Evaluation / Peer review / Peers / Poetry / Revision (Written Composition) / Rhetoric / Saudi Arabia / Saudi-Arabien / Schreiben / Second Languages / Sprachkompetenz / Strategies / Students / Studies / Teacher Student Relationship / Teachers / Teaching / Teaching Methods / Translanguaging / Undergraduate Students / Voice / Writing / Writing (Composition) / Writing instruction / Written narratives

2011

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Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging

by CANAGARAJAH, SURESH

2011

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Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging

by CANAGARAJAH, SURESH

2011

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Journal Article

Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging

CANAGARAJAH, SURESH

2011

Overview

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. (Verlag).

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Publisher

Blackwell Publishing Inc,Wiley Subscription Services,Wiley-Blackwell,Blackwell Publishing Ltd

Subject

/ Classroom communication

/ Classrooms