Multilingual Academic Literacies
Pedagogical Foundations for Code Meshing in Primary and Higher Education
DOI:
https://doi.org/10.1558/japl.v4i1.55Keywords:
code meshing, multilingual, code switching, pedagogy, literaciesAbstract
As the population of Higher Education (HE) becomes decidedly more multilingual, HE instructors struggle with how to address the Englishes produced in high stakes academic writing. In this paper, we endeavor to unveil a practice-based understanding of how multilinguals can be pedagogically supported in their production of texts in a space in-between first and second language by revisiting an earlier HE based study through the lens of a study in an early education context. We begin by reconceptualizing the possibilities for multilingual academic literacies through code meshing. Due to the high stakes and conventionally rigid nature of HE writing practices, we turn our attention to a lower stakes educational environment where pedagogical practice is more flexible and examine how code meshing is supported through six key pedagogical strategies in a 1st grade classroom. Our aim is to explicitly bring code meshing practices in early education classrooms to the attention of researchers and practitioners in higher education, in order to illustrate a pedagogic model which is of direct relevance to higher education. Finally, we reconsider a failed HE multilingual literacy experience by applying the six pedagogic strategies to show the value of code meshing in answering the conflicts faced by HE writers.
References
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Clegg, C. S. (1988) Critical Reading and Writing across Disciplines. New York: Holt.
Cook-Gumperz, J. and Gumperz, J. (2005) Making space for bilingual communicative practice. Intercultural Pragmatics 1(2): 1–23.
Cummins, J. (2000) Language, Power and Pedagogy: bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
Dijkstra, A., van Jaarsveld, H. and Ten Brinke, S. (1998) Interlingual homographic recognition: effects of task demands and language intermixing. Bilingualims: language and cognition 1: 51–66.
Dorros, A. (1995) Abuela. New York, NY: Puffin Picture Books.
Eastman, C. M. (1992) Codeswitching. Clevedon, UK: Multilingual Matters.
Elbow, P. (2002) Vernacular literacies in the writing classroom? Probing the culture of literacy. In C. Schroeder, H. Fox and P. Bizzell (eds) ALT/DIS: alternative Discourses and the Academy 126–138. Portsmouth, NH: Boynton/Cook.
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Escamilla, C. (2006) Semilingualism applied to the literacy behaviors of Spanish speaking emerging bilinguals: bi-illiteracy or emerging biliteracy? Teachers College Record 108(11): 2329–2359.
Gee, J. P. (1999) An Introduction to Discourse Analysis: theory and method. New York: Routledge.
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Gutierrez, K., Baquedano-Lopez, P. and Tejeda, C. (1999) Rethinking diversity: bilinguality and bilingual language practices in the third space. Mind, Culture and Activity 6(4): 286–303.
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hooks, b. (1989) Talking Back: thinking feminist, thinking black. Boston: South End Press.
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Kress, G. and van Leeuwen, T. (2001) Multimodal Discourse: the modes and media of contemporary communication. London: Oxford University Press.
Lam, E. W. S. (2000) L2 literacy and the design of the self: a case study of a teenager writing on the internet. TESOL Quarterly 34(3): 457–482.
Lillis, T. (2001) Student Writing: access, regulation, desire. London: Taylor and Francis, Inc.
Lin, A. M. Y. (1997) Analysing the ‘language problem’ discourses in Hong Kong: how official, academic and media discourses construct and perpetuate dominant models of language, learning and education. Journal of Pragmatics 28: 427–440.
Lomas Garza, C. (1996) In my family/En Mi familia. San Francisco, CA: Children’s Book Press.
Lu, M. Z. (2005) An essay on the work of composition: composing English against the order of fast capitalism. College Composition and Communication 56(1): 16–50.
Lunsford, A. A. (2004) Toward a Mestiza rhetoric: Gloria Anzaldúa on composition and postcoloniality. In A. A. Lunsford and L. Ouzgane (eds) Crossing Borderlands 33–66. Pittsburgh: University of Pittsburgh Press.
Martin-Jones, M. and Jones, K. (eds) (2000) Multilingual Literacies. Philadelphia: John Benjamins Publishing Company.
Michael-Luna, S. (2005) ‘No I can’t, but si, se puede’: resistance in a bilingual first grade. As part of a colloquium, presented at the 2005 AERA conference. Montreal, Canada.
Myers-Scotton, C. (1995) A lexically based model of code-switching. In L. Milroy and P. Muysken (eds) One Speaker, Two Languages: cross-disciplinary perspectives in codeswitching 233–256. Cambridge: Cambridge University Press.
New Discovery (ed.) (1992) Our Earth. Newbridge Educational Publishing.
New Discovery (ed.) (1992) The Sun. Newbridge Educational Publishing. New Discovery (ed.) (1996) La Madura. Newbridge Educational Publishing.
Silverstein, S. (1964) The Giving Tree. New York: Harper Collins.
Sivatamby, K. (1990) The ideology of Saiva-Tamil integrality: its sociohistorical significance in the study of Yalppanam Tamil society. Lanka 5: 176–182.
Sivatamby, K. (1992) YaaLpaaNacamuukaTai viLanki koLLal – aTan uruvaakkam asaiviyakkam paRRiya oru piraarampa usaaval. [Understanding Jaffna society: a preliminary inquiry into its ‘formation’ and ‘dynamics’.] Prof. S. Selvanayagam Memorial Lecture 8. Sri Lanka: University of Jaffna.
Smitherman, G. (1998) ‘Dat teacher be hollin at us’: what is ebonics? TESOL Quarterly 32(1): 139–143.
Smitherman, G. (1999) CCCC’s role in the struggle for language rights. College Composition and Communication 50(3): 349–376.
Smitherman, G. (2003) The historical struggle for language rights in CCCC. In G. Smitherman and V. Villaneuava (eds) Intention to Practice: considerations of language diversity in the classroom 7–39. Carbondale: Southern Illinois University Press.
Street, B. (2004) Literacies across Educational Contexts: mediating teaching and learning. Philadelphia: Caslon, Inc.
Torres-Guzman, M. (2002) Dual language programs: key features and results. Directions in Language and Education 14: 1–16. Washington, DC: National Clearinghouse for English Language Acquisition.
Winter, J. (2002) Frida. New York, NY: Scholastic, Inc.
Wong Fillmore, L., Ammon, P., McLaughlin, B. and Ammon, M. (1985) Learning English Through Bilingual Instruction. Final report to National Institute of Education. Berkeley, CA: University of California.
Zamora, L. P. and Faris, W. B. (eds) (1995) Magical Realism: theory, history, community. Durham, NC: Duke University Press.
Auer, P. (ed.) (1998) Code Switching in Conversation: linguistic perspectives on bilingualism. New York, NY: Francis & Taylor, Inc.
Barbour, S. (2002) Language, nationalism, and globalism: educational consequences of changing patterns of language use. In P. Gubbins and M. Holt (eds) Beyond Boundaries: language and identity in contemporary Europe. Clevedon, UK: Multilingual Matters.
Belcher, D. (1997) An argument for nonadversarial argumentation: on the relevance of the feminist critique of academic discourse to L2 writing pedagogy. Journal of Second Language Writing 6(1): 1–21.
Benesch, S. (2001) Critical English for Academic Purposes: theory, politics, and practice. Mahwah, NJ: Lawrence Erlbaum.
Bhatt, R. (2005) Expert discourses, local practices, and multilinguality: the case of Indian Englishes. In S. Canagarajah (ed.) Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Bialystok, E. (2001) Bilingualism in Development: language, literacy and cognition. New York: Cambridge University Press.
Bizzell, P. (1992) Academic Discourse and Critical Consciousness. Pittsburgh: University of Pittsburgh Press.
Bunting, E. (1996) Going Home. Harper Collins Publishers.
Canagarajah, A. S. (1997) Safe houses in the contact zone: coping strategies of African American students in the academy. College Composition and Communication 48(2): 173–196.
Canagarajah, A. S. (1999) Resisting Linguistic Imperialism in English Teaching. Oxford, UK: Oxford University Press.
Canagarajah, A. S. (2004) Subversive identities, pedagogical safe houses, and critical learning. In B. Norton and K. Toohey (eds) Critical Pedagogies and Language Learning 116–137. Cambridge: Cambridge University Press.
Canagarajah, A.S. (ed.) (2005) Reclaiming the Local in Language Learning Policy and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Canagarajah, A. S. (2006a) The place of world Englishes in composition: pluralization continued. College Composition and Communication 57(4): 586–619.
Canagarajah, A. S. (2006b) Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English 68(6): 589–604.
Clegg, C. S. (1988) Critical Reading and Writing across Disciplines. New York: Holt.
Cook-Gumperz, J. and Gumperz, J. (2005) Making space for bilingual communicative practice. Intercultural Pragmatics 1(2): 1–23.
Cummins, J. (2000) Language, Power and Pedagogy: bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
Dijkstra, A., van Jaarsveld, H. and Ten Brinke, S. (1998) Interlingual homographic recognition: effects of task demands and language intermixing. Bilingualims: language and cognition 1: 51–66.
Dorros, A. (1995) Abuela. New York, NY: Puffin Picture Books.
Eastman, C. M. (1992) Codeswitching. Clevedon, UK: Multilingual Matters.
Elbow, P. (2002) Vernacular literacies in the writing classroom? Probing the culture of literacy. In C. Schroeder, H. Fox and P. Bizzell (eds) ALT/DIS: alternative Discourses and the Academy 126–138. Portsmouth, NH: Boynton/Cook.
Elbow, P. (2004) Should students write in nonmainstream varieties of English? Using orality to reframe the question. Paper presented at the CCCC Convention, San Antonio. 25 March.
Escamilla, C. (2006) Semilingualism applied to the literacy behaviors of Spanish speaking emerging bilinguals: bi-illiteracy or emerging biliteracy? Teachers College Record 108(11): 2329–2359.
Gee, J. P. (1999) An Introduction to Discourse Analysis: theory and method. New York: Routledge.
Grosjean, F. (1997) Processing mixed language: issues, findings, and models. In A. de Groot and J. F. Kroll (eds) Tutorials in Bilingualism: psycholinguistic perspectives 225–54. Mahwah, NJ: Erlbaum.
Gutierrez, K., Baquedano-Lopez, P. and Tejeda, C. (1999) Rethinking diversity: bilinguality and bilingual language practices in the third space. Mind, Culture and Activity 6(4): 286–303.
Hamers, J. and Blanc, M. H. (1989) Bilinguality and Bilingualism. Cambridge, UK: Cambridge University Press.
Heller, M. (1995) Codeswitching and the politics of language. In L. Milroy and P. Muysken (eds) One Speaker, Two Languages: cross-disciplinary perspectives on codeswitching 90–111. Cambridge: Cambridge University Press.
Higgins, C. (2003) ‘Ownership’ of English in the outer circle: an alternative to the NS/ NNS dichotomy. TESOL Quarterly 34(3): 615–644.
hooks, b. (1989) Talking Back: thinking feminist, thinking black. Boston: South End Press.
Hornberger, N. (ed.) (2001) Continua of Biliteracy: an ecological framework for educational policy, research, and practice in multilingual settings. Clevedon, UK: Multilingual Matters.
Ivani?, R. (1998) Writing and Identity: the discoursal construction of identity in academic writing Vol. 5. Philadelphia: Benjamin Johns Publishing Company.
Kramsch, C. and Lam, E. (1988) Textual identities: the importance of being non-native. In G. Braine (ed.) Non-native Educators in English Language Teaching 57–72. Mahwah, NJ: LEA.
Kress, G. and van Leeuwen, T. (2001) Multimodal Discourse: the modes and media of contemporary communication. London: Oxford University Press.
Lam, E. W. S. (2000) L2 literacy and the design of the self: a case study of a teenager writing on the internet. TESOL Quarterly 34(3): 457–482.
Lillis, T. (2001) Student Writing: access, regulation, desire. London: Taylor and Francis, Inc.
Lin, A. M. Y. (1997) Analysing the ‘language problem’ discourses in Hong Kong: how official, academic and media discourses construct and perpetuate dominant models of language, learning and education. Journal of Pragmatics 28: 427–440.
Lomas Garza, C. (1996) In my family/En Mi familia. San Francisco, CA: Children’s Book Press.
Lu, M. Z. (2005) An essay on the work of composition: composing English against the order of fast capitalism. College Composition and Communication 56(1): 16–50.
Lunsford, A. A. (2004) Toward a Mestiza rhetoric: Gloria Anzaldúa on composition and postcoloniality. In A. A. Lunsford and L. Ouzgane (eds) Crossing Borderlands 33–66. Pittsburgh: University of Pittsburgh Press.
Martin-Jones, M. and Jones, K. (eds) (2000) Multilingual Literacies. Philadelphia: John Benjamins Publishing Company.
Michael-Luna, S. (2005) ‘No I can’t, but si, se puede’: resistance in a bilingual first grade. As part of a colloquium, presented at the 2005 AERA conference. Montreal, Canada.
Myers-Scotton, C. (1995) A lexically based model of code-switching. In L. Milroy and P. Muysken (eds) One Speaker, Two Languages: cross-disciplinary perspectives in codeswitching 233–256. Cambridge: Cambridge University Press.
New Discovery (ed.) (1992) Our Earth. Newbridge Educational Publishing.
New Discovery (ed.) (1992) The Sun. Newbridge Educational Publishing. New Discovery (ed.) (1996) La Madura. Newbridge Educational Publishing.
Silverstein, S. (1964) The Giving Tree. New York: Harper Collins.
Sivatamby, K. (1990) The ideology of Saiva-Tamil integrality: its sociohistorical significance in the study of Yalppanam Tamil society. Lanka 5: 176–182.
Sivatamby, K. (1992) YaaLpaaNacamuukaTai viLanki koLLal – aTan uruvaakkam asaiviyakkam paRRiya oru piraarampa usaaval. [Understanding Jaffna society: a preliminary inquiry into its ‘formation’ and ‘dynamics’.] Prof. S. Selvanayagam Memorial Lecture 8. Sri Lanka: University of Jaffna.
Smitherman, G. (1998) ‘Dat teacher be hollin at us’: what is ebonics? TESOL Quarterly 32(1): 139–143.
Smitherman, G. (1999) CCCC’s role in the struggle for language rights. College Composition and Communication 50(3): 349–376.
Smitherman, G. (2003) The historical struggle for language rights in CCCC. In G. Smitherman and V. Villaneuava (eds) Intention to Practice: considerations of language diversity in the classroom 7–39. Carbondale: Southern Illinois University Press.
Street, B. (2004) Literacies across Educational Contexts: mediating teaching and learning. Philadelphia: Caslon, Inc.
Torres-Guzman, M. (2002) Dual language programs: key features and results. Directions in Language and Education 14: 1–16. Washington, DC: National Clearinghouse for English Language Acquisition.
Winter, J. (2002) Frida. New York, NY: Scholastic, Inc.
Wong Fillmore, L., Ammon, P., McLaughlin, B. and Ammon, M. (1985) Learning English Through Bilingual Instruction. Final report to National Institute of Education. Berkeley, CA: University of California.
Zamora, L. P. and Faris, W. B. (eds) (1995) Magical Realism: theory, history, community. Durham, NC: Duke University Press.
Published
2015-09-14
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Section
Articles
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Equinox Publishing Ltd.
How to Cite
Michael-Luna, S., & Canagarajah, S. (2015). Multilingual Academic Literacies: Pedagogical Foundations for Code Meshing in Primary and Higher Education. Journal of Applied Linguistics and Professional Practice, 4(1), 55-77. https://doi.org/10.1558/japl.v4i1.55
