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17 books match the query 'Multilingualism'
Africa in Translation
A History of Colonial Linguistics in Germany and Beyond, 1814-1945Sara Pugach
University of Michigan Press, 2022
The study of African languages in Germany, or Afrikanistik, originated among Protestant missionaries in the early nineteenth century and was incorporated into German universities after Germany entered the “Scramble for Africa” and became a colonial power in the 1880s. Despite its long history, few know about the German literature on African languages or the prominence of Germans in the discipline of African philology. In Africa in Translation: A History of Colonial Linguistics in Germany and Beyond, 1814–1945, Sara Pugach works to fill this gap, arguing that Afrikanistik was essential to the construction of racialist knowledge in Germany. While in other countries biological explanations of African difference were central to African studies, the German approach was essentially linguistic, linking language to culture and national identity. Pugach traces this linguistic focus back to the missionaries’ belief that conversion could not occur unless the “Word” was allowed to touch a person’s heart in his or her native language, as well as to the connection between German missionaries living in Africa and armchair linguists in places like Berlin and Hamburg. Over the years, this resulted in Afrikanistik scholars using language and culture rather than biology to categorize African ethnic and racial groups. Africa in Translation follows the history of Afrikanistik from its roots in the missionaries’ practical linguistic concerns to its development as an academic subject in both Germany and South Africa throughout the nineteenth and twentieth centuries.
Jacket image: Perthes, Justus. Mittel und Süd-Afrika. Map. Courtesy of the University of Michigan's Stephen S. Clark Library map collection.
Babel
Adventures in TranslationDennis Duncan, Stephen Harrison, Katrin Kohl, and Matthew Reynolds
Bodleian Library Publishing, 2019
Starting with the concept of Babel itself, which illustrates the early cultural prominence of multilingualism, the book examines a Mediterranean language of four millennia ago called Linear A, which still resists deciphering today. Going on to explore how languages have interacted with each other in different contexts, the book also sheds light on the multilingual transmission of key texts in religion, science, fables and fairy-tales, and epic literature. Lavishly illustrated with a diverse range of material, from papyrus fragments found at Oxyrhynchus in Egypt to Esperanto handbooks to Asterix cartoons, Babel opens up a world of adventures into translation.
Collaborations & Innovations
Supporting Multilingual Writers across Campus UnitsNancy DeJoy and Beatrice Quarshie Smith
University of Michigan Press, 2017
The chapters in this volume demonstrate that teaching effective communication skills to all students in ways that recognize the needs of multiple language users requires a shift in perspective that approaches multilingualism as an opportunity that is enhanced by the internationalization of higher education because it makes transparent the problems of current structures and disciplinary approaches in accessing those opportunities. A goal of this collection is to address the economic, structural, disciplinary, and pedagogical challenges of making this type of shift in bold and compassionate ways.
Chapters are organized into these four parts--Program-Level Challenges and Opportunities, Opportunities for Enhancing Teacher Training, Multilingualism and the Revision of First-Year Writing, and Integrating Writing Center Insights—and reflect the perspectives of a variety of university language settings. The contributions feature collaborative models and illustrate the need to rethink structures, pedagogies, assessment/evaluation processes, and teacher training for graduate and undergraduate students who will teach writing and other forms of communication.
Critical Academic Writing and Multilingual Students
A. Suresh Canagarajah
University of Michigan Press, 2002
This volume facilitates teacher self-reflection and enables readers to better understand the motivations and pedagogical implications--especially for L2 writing--of a more openly pedagogical approach.
Critical Academic Writing and Multilingual Students explains what it means to commit to an academic pedagogy, in terms of form, self, content, and community--and what it can accomplish in the L2 writing classroom. It's a guide for writing teachers who wish to embark on a journey toward increased critical awareness of the role they play, or potentially could play, in the lives of their students.
Crossing Divides
Exploring Translingual Writing Pedagogies and ProgramsBruce Horner
Utah State University Press, 2017
Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs.
The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings.
Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection.
Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy
Multilingual Contributions to Writing Research
Towards an Equal Academic Exchangeedited by Natalia Ávila Reyes
University Press of Colorado, 2022
This edited collection offers chapters based on presentations at the Second Latin American Association of Writing Studies in Higher Education and Professional Contexts International Congress (II ALES) held in Santiago, Chile, in 2018. Together, the contributors to the collection—drawn from nine countries and writing in three languages—highlight the many perspectives, resources, and traditions that enrich and expand international conversations about writing, writing instruction, and writing research. The multiple locations from which the chapters in this collection emerge contribute significantly to the situated findings and concerns they address, with the authors of each chapter considering the social, lingual, and institutional contexts shaping their work. Drawing on both robust traditions and cutting-edge research, this collection makes a distinctive contribution to discussions of writing in and beyond Latin America.
This book is also available as an open access ebook through the WAC Clearinghouse.
Multilingualism and Sign Languages
From the Great Plains to AustraliaCeil Lucas
Gallaudet University Press, 2006
The 12th Volume in the Sociolinguistics in Deaf Communities Series
The latest entry in the Sociolinguistics in Deaf Communities series continues to mine the rich resources found in signing communities throughout the world. Divided into four parts, this collection features 16 internationally renowned linguistics experts whose absorbing studies reflect an astonishing range of linguistic diversity.
The sole essay in Part One: Multilingualism describes historic and contemporary uses of North American Indian Sign Language. Part Two: Language Contact examines language-contact phenomena between Auslan/English interpreters and Deaf people in Australia, and the features of bimodal bilingualism in hearing, Italian, native signers. Part Three: Variation reports the results of a study on location variation in Australian Sign Language.
Part Four: Discourse Analysis begins with an analysis of how deaf parents and their hearing toddlers establish and maintain sight triangles when conducting signed conversations. The ensuing chapter explores the use of evaluation within an informal narrative in Langue des Signes Québécoise. The final chapter explicates how a signer depersonalizes the concept of “self” in an American Sign Language narrative through the use of signs for “he” and “I.”
Nonnative English-Speaking Teachers of U.S. College Composition
Exploring Identities and Negotiating DifferenceMariya Tseptsura
University Press of Colorado, 2024
Poetries - Politics
A Celebration of Language, Art, and LearningJenevieve DeLosSantos
Rutgers University Press, 2023
Reproduced in full color and with the accompanying poems in both their original language and a translation, this catalogue commemorates the incredible creative spirit of the project and provides a new way of contemplating these great poetic works.
Racing Translingualism in Composition
Toward a Race-Conscious Translingualismedited by Tom Do and Karen Rowan
Utah State University Press, 2022
This collection extends the disciplinary conversations about translingualism by foregrounding the role race and racism play in the construction and maintenance of language differences. In doing so, the contributors examine the co-naturalization of race and language in order to theorize a race-conscious translingual praxis. The book begins by offering generative critiques of translingualism, centering on the ways in which the approach’s democratic orientation to language avoids issues of race, language, and power and appeals to colorblind racist tropes of equal opportunity. Following these critiques, contributors demonstrate the important intersections of race and translingualism by drawing upon voices typically marginalized by monolingual language ideologies and pedagogies. Finally, Racing Translingualism concludes by attending to the pedagogical implications of a race-conscious translingual praxis in writing and literacy education.
Making the case for race-conscious, rather than colorblind, theories and pedagogies, Racing Translingualism offers a unique take on how translingualism is theorized and practiced and moves the field forward through its direct consideration of the links between language, race, and racism.
Contributors: Lindsey Albracht, Steven Alvarez, Bethany Davila, Tom Do, Jaclyn Hilberg, Bruce Horner, Aja Martinez, Esther Milu, Stephanie Mosher, Yasmine Romero, Karen Rowan, Rachael Shapiro, Shawanda Stewart, Brian Stone, Victor Villanueva, Missy Watson
Teaching U.S.-Educated Multilingual Writers
Pedagogical Practices from and for the ClassroomMark Roberge, Kay M. Losey, Margi Wald
University of Michigan Press, 2015
All of the contributors are teachers who are writing about and reflecting on their own experiences and outcomes and interweaving those experiences and outcomes with current theory and research in the field. The volume thus portrays teachers as active, reflective participants engaged in critical inquiry. Contributors represent community college, college, and university contexts; academic ESL, developmental writing, and first-year composition classes; and face-to-face, hybrid, and online contexts.
This book was developed primarily to meet the needs of practicing writing teachers in college-level ESL, basic writing, and college composition classrooms, but will also be useful to pre-service teachers in TESOL, Composition, and Education graduate programs.
The Language(s) of Politics
Multilingual Policy-Making in the European UnionNils Ringe
University of Michigan Press, 2022
Multilingualism is an ever-present feature in political contexts around the world, including multilingual states and international organizations. Increasingly, consequential political decisions are negotiated between politicians who do not share a common native language. Nils Ringe uses the European Union to investigate how politicians’ reliance on shared foreign languages and translation services affects politics and policy-making. Ringe's research illustrates how multilingualism is an inherent and consequential feature of EU politics—that it depoliticizes policy-making by reducing its political nature and potential for conflict. An atmosphere with both foreign language use and a reliance on translation leads to communication that is simple, utilitarian, neutralized, and involves commonly shared phrases and expressions. Policymakers tend to disregard politically charged language and they are constrained in their ability to use vague or ambiguous language to gloss over disagreements by the need for consistency across languages.
Trading Tongues
Merchants, Multilingualism, and Medieval LiteratureJonathan Hsy
The Ohio State University Press, 2013
Translingual Dispositions
The Affordances of Globalized Approaches to the Teaching of WritingAllana Frost
University Press of Colorado, 2020
Translingual Pedagogical Perspectives
Engaging Domestic and International Students in the Composition ClassroomJulia Kiernan
Utah State University Press, 2021
The book showcases concrete and adaptable writing assignments from a variety of learning environments in postsecondary, English-medium writing classrooms, writing centers, and writing programs populated by monolingual and multilingual students. By providing descriptive and reflective examples of how understanding translanguaging can influence pedagogy, Translingual Pedagogical Perspectives fills the gap between theoretical inquiry surrounding translanguaging and existing translingual pedagogical models for writing classrooms and programs.
Additional appendixes provide a variety of readings, exercises, larger assignments, and other entry points, making Translingual Pedagogical Perspectives useful for instructors and graduate students interested in engaging translingual theories in their classrooms.
Contributors: Daniel V. Bommarito, Mark Brantner, Tania Cepero Lopez, Emily Cooney, Norah Fahim, Ming Fang, Gregg Fields, Mathew Gomes, Thomas Lavalle, Esther Milu, Brice Nordquist, Ghanashyam Sharma, Naomi Silver, Bonnie Vidrine-Isbell, Xiqiao Wang, Dan Zhu
Translingual and Transnational Graduate Education in Rhetoric and Composition
Nancy Bou Ayash
Utah State University Press, 2023
Contributors to the collection articulate the need for translingual and transnational sensibilities in rhetoric and composition graduate programs in light of the material conditions of graduate students’ lives and labor. They further present pathways for rethinking the design of graduate-level coursework, foreign language learning policies and labor, mentoring practices, writing teacher and writing center tutor training, and other professionalization initiatives. Offering a range of conceptually and empirically driven pieces, the collection brings together the voices and lived experiences of graduate students, faculty advisors, and administrators involved in the constant, necessary reworking of rhetoric and composition graduate education in a variety of institutional locales.
Translingual and Transnational Graduate Education in Rhetoric and Composition provides inspiration for graduate programs working to enact well-grounded curricular and pedagogical changes to counter the long-standing effects of the dominant racist and monolingualist ideologies in higher education generally, and rhetoric and composition studies specifically.
Contributors: Lucía Durá, Patricia Flores, Joe Franklin, Moisés Garcia-Renteria, Bruce Horner, Aimee Jones, Corina Lerma, Kate Mangelsdorf, Brice Nordquist, Madelyn Pawlowski, Christine Tardy, Amy Wan, Alex Way, Anselma Widha Prihandita, Joe Wilson, Xiaoye You, Emily Yuko Cousins, Michelle Zaleski
Writing It Twice
Self-Translation and the Making of a World Literature in FrenchSara Kippur
Northwestern University Press, 2015
Though the practice of self-translation long predates modernity, it has found new forms of expression in the global literary market of the late twentieth and early twenty-first century. The international renown of self-translating authors Samuel Beckett, Joseph Brodsky, and Vladimir Nabokov has offered motivation to a new generation of writers who actively translate themselves.
Intervening in recent debates in world literature and translation studies, Writing It Twice establishes the prominence and vitality of self-translation in contemporary French literature. Because of its intrinsic connection to multiple literary communities, self-translation prompts a reexamination of the aesthetics and politics of reading across national lines. Kippur argues that self-translated works should be understood as the paradigmatic example of world literature and, as such, crucial for interpreting the dynamics of literary circulation into and out of French.