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Unit five describes student-empowering tutoring techniques based on code meshing, translanguaging, and other asset-based frameworks.
Prework
Prework
To prepare for our final session, please review the following materials:
Please read the first section of "Embracing the Perpetual ‘But’ in Raciolinguistic Justice Work: When Idealism Meets Practice" by Nicole Gonzales Howell, Rachael Shapiro and Missy Watson, and pick one of the five stories to read about and watch the associated video.
Homework
Homework
As a follow-up to this session, please complete the following activities:
Take the Language Attitude Survey again (without looking at your previous answers first, please)
Review your answers from unit 1's Language Attitude Survey.
Once you have covered that material, please complete a general reflection and program evaluation; it should take between 5 and 30 minutes, depending on your investment in giving feedback.
Go Further
Go Further
Code-Meshing and Translanguaging in Higher Education
Code-Meshing and Translanguaging in Higher Education
"Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging" by Suresh Canagarajah. This academic article "describes the translanguaging strategies of a Saudi Arabian undergraduate student in her essay writing."
"Encouraging Languages other than English in First-Year Writing Courses: Experiences from Linguistically Diverse Writers" by Alyssa G. Cavazos. This academic article "focuses on self-identified multilingual students’ perceptions of how they negotiate language practices in academic contexts in higher education and how they perceive the role of languages other than English in f[irst] y[ear] w[riting]."
"Speaking from Different Positions: Framing African American College Make Literacy as Institutional Critique" by Collin Craig. This article "demonstrate how vernacular perspectives, language, and networking strategies are used for developing self-efficacy and critical literacies."
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