Composition going global
The ‘Why?’ and the ‘How?’ of Making/Negotiating Meaning in Writing with diverse audiences across languages and geographical boundaries
DOI:
https://doi.org/10.1558/wap.35191Keywords:
COMPOSITION PEDAGOGY, PEER READINGS, TRANSNATIONAL COMMUNICATIVE COMPETENCES, TRANSNATIONAL COMPOSITION PEDAGOGIES, WRITING FOR GLOBAL AUDIENCESAbstract
In response to current trends in Composition as well as the challenges of langauging and pedagogy in the global reality, this qualitative classroom-based action research study was designed to gain a better understanding of strategies, practices, and competences exhibited by students of various linguistic and cultural backgrounds when composing, reading, and responding to the narratives of their peers in a multi- lingual composition class. In a focused presentation of a single student case study, the manuscript conceptualizes ‘effective’ writing in global contexts, outlines successful strategies to gain the ‘buy-in’ from culturally and linguistically diverse audiences when composing transnationally and translingually. The study concludes by suggesting ways and strategies to transform ‘traditional’ peer response assignments to engage global rhetorics and transnational frameworks for the sake of all students and their success communicating across languages, rhetorics, borders, and modes.
References
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Bennett, R., Aston, A., and Colquhoun, T. (2000). Cross-cultural training: A critical step in ensuring the success of international assignments. Human Resource Management 39 (3): 239-250. https://doi.org/10.1002/1099-050X(200022/23)39:2/3<239::AID-HRM12>3.0.CO;2-J
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Canagarajah, S. (2012). Toward a rhetoric of translingual writing. Working Papers Series on Negotiating Differences in Language and Literacy. University of Louisville, www.louisville.edu/workingpapers/copy_of_working-papers. Accessed 2 Mar. 2017.
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Cavazos, A. (2017). Translingual oral and written practices: Rhetorical resources in multilingual writers' discourses. International Journal of Bilingualism, 21 (4): 385-401.
Conference on College Composition and Communication. (1974). Students' Right to Their Own Language. CCC, Vol. XXV.
Connor, U. (2002). New directions in contrastive rhetoric. TESOL Quarterly 36 (4): 493-510. https://doi.org/10.2307/3588238
Council of Europe. (2001). Common European Framework of Reference for Languages. Language Policy Division. Strasbourg.
Creswell, J. (2012). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Thousand Oaks, CA and London: SAGE Publications.
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Guerra, Juan. (2016). Cultivating a rhetorical sensibility in the translingual writing classroom. College English 78 (3): 228-233.
Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations across Nations. Thousand Oaks, CA: Sage.
Hornberger, N. and Link, H. (2012). Translanguaging in today's classrooms: A biliteracy lens. Theory into Practice 51 (4): 239-247. https://doi.org/10.1080/00405841.2012.726051
Horner, B., Min-Zhan L., Jones Royster, J., and Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English 73 (3): 303-321.
Hurlbert, C. (2012). National Healing: Race, State, and the Teaching of Composition. Boulder, CO: University Press of Colorado. https://doi.org/10.2307/j.ctt4cgs0k
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Kaplan, R. (1996). Cultural thought patterns in inter-cultural education. Language Learning 16: 1-20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x
Kiernan, J. et al. (2016). Negotiating languages and cultures: Enacting translingualism through a translation assignment, Composition Studies 44 (1): 89-107.
Lagerström, K. and Andersson, M. (2003). Creating and sharing knowledge within a transnational team - The development of a global business system. Journal of World Business 38 (2): 84-95. https://doi.org/10.1016/S1090-9516(03)00003-8
Martins, D. S. (Ed.) (2015). Transnational Writing Program Administration. Boulder, CO: University Press of Colorado. JSTOR, www.jstor.org/stable/j.ctt130hkq6 . https://doi.org/10.7330/9780874219623.c000
Matsuda, P. K. and Silva, T. (1999). Cross-cultural composition: Mediated integration of US and international students. Composition Studies 27 (1): 15-30.
McVeigh, B. J. (2002). Japanese Higher Education as Myth. Armonk, NY: ME Sharpe.
Miller, L. (1994). Japanese and American indirectness. Journal of Asian Pacific Communication 5: 37-55.
Marshall, C. and Rossman, G. (2010). Designing Qualitative Research: Thousand Oaks, CA: SAGE Publications, 2010.
MLA Ad Hoc Committee on Foreign Languages. (2007). Foreign languages and higher education: New structures for a changing world. Profession?12: 234-245. https://doi.org/10.1632/prof.2007.2007.1.234
Molina, R. M. and Gutiérrez, A. C. (2013). Developing communicative competence in English as a Second Language by integrating business competencies. Business Education & Accreditation 5 (2): 65-77.
Pavlenko, A. (2002). Narrative study: Whose story is it, anyway? TESOL Quarterly 36 (2): 213- 218. https://doi.org/10.2307/3588332
Randall, M. (2015). Everyday borders of transnational students: Composing place and space with mobile technology, social media, and multimodality. Computers and Composition 38: 126-139. https://doi.org/10.1016/j.compcom.2015.09.013
Solovova, E. (n.d.). Methodology of English Language Teaching: Core Course. Moscow: AST: Astrel: Poligraphizdat.
TMC. (2006). Six levels of culture. Cultural Orientations Approach, www.culturalorientations.com/Our-Approach/Six-Levels-of-Culture/55/. Accessed 16 Sep. 2016.
Toma, D. J. (2000). How getting close to your subjects makes qualitative data better. Theory into Practice 39 (3): 177-184. https://doi.org/10.1207/s15430421tip3903_9
Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies 30 (6) 1024-1054. https://doi.org/10.1080/01419870701599465
Warriner, D. (2010). Competent performances of situated identities: Adult learners of English accessing engaged participation. Teaching and Teacher Education: An International Journal of Research and Studies 26 (1): 22-30. https://doi.org/10.1016/j.tate.2009.06.003
???????????, ???????. (2009). ??????????? ??????????????? ??????????????? ???????? ?????????? ?????? ???????????. ??????? O?????????? ?????? 2: 47.
'???????? ? ??????.' Refac.ru, www://refac.ru/ritorika-v-rossii/. Accessed 5 Oct. 2016.
Anderson, F. (1993). The enigma of the college classroom: Nails that don't stick up. In P. Wadden (Ed.), A Handbook for Teaching English at Japanese Colleges and Universities, 101-110. Oxford: Oxford University Press.
Ardichvili, A. et al. (2006). Cultural influences on knowledge sharing in online communities of practice. Journal of Knowledge Management 1: 94-107. https://doi.org/10.1108/13673270610650139
Bennett, R., Aston, A., and Colquhoun, T. (2000). Cross-cultural training: A critical step in ensuring the success of international assignments. Human Resource Management 39 (3): 239-250. https://doi.org/10.1002/1099-050X(200022/23)39:2/3<239::AID-HRM12>3.0.CO;2-J
Berthoff, A. (1981). The Making of Meaning: Metaphors, Models, and Maxims for Writing Teachers. Portsmouth, NH: Boynton/Cook Publishers.
British Council. (2013). Culture at Work: The Value of Intercultural Skills in the Workplace. Policy Insight and Research.
Byram, M. (1997). Instrumental and educational dimensions of intercultural communication'. Stylistics and Theory of Language Communication: conference, Moscow.
Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal 95: 401-417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. Abingdon: Routledge. https://doi.org/10.4324/9780203073889
Canagarajah, S. (2012). Toward a rhetoric of translingual writing. Working Papers Series on Negotiating Differences in Language and Literacy. University of Louisville, www.louisville.edu/workingpapers/copy_of_working-papers. Accessed 2 Mar. 2017.
Canagarajah, S. (2018). Materializing 'Competence': Perspectives from international STEM scholars. Modern Language Journal 102: 1-24. https://doi.org/10.1111/modl.12464
Cavazos, A. (2017). Translingual oral and written practices: Rhetorical resources in multilingual writers' discourses. International Journal of Bilingualism, 21 (4): 385-401.
Conference on College Composition and Communication. (1974). Students' Right to Their Own Language. CCC, Vol. XXV.
Connor, U. (2002). New directions in contrastive rhetoric. TESOL Quarterly 36 (4): 493-510. https://doi.org/10.2307/3588238
Council of Europe. (2001). Common European Framework of Reference for Languages. Language Policy Division. Strasbourg.
Creswell, J. (2012). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Thousand Oaks, CA and London: SAGE Publications.
Education: New Structures for a Changed World. (2014). Modern Language Association. Mod. Lang. Assoc. of Amer., 2011. Web. 20 Mar. 2014. <https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and-Higher-Education-New-Structures-for-a-Changed-World>
Ellwood, C. and Nakane, I. (2009). Privileging of speech in EAP and mainstream university classrooms: A critical evaluation of participation. TESOL Quarterly 43 (2): 203-230. https://doi.org/10.1002/j.1545-7249.2009.tb00165.x
Guerra, Juan. (2016). Cultivating a rhetorical sensibility in the translingual writing classroom. College English 78 (3): 228-233.
Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations across Nations. Thousand Oaks, CA: Sage.
Hornberger, N. and Link, H. (2012). Translanguaging in today's classrooms: A biliteracy lens. Theory into Practice 51 (4): 239-247. https://doi.org/10.1080/00405841.2012.726051
Horner, B., Min-Zhan L., Jones Royster, J., and Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English 73 (3): 303-321.
Hurlbert, C. (2012). National Healing: Race, State, and the Teaching of Composition. Boulder, CO: University Press of Colorado. https://doi.org/10.2307/j.ctt4cgs0k
Jones, E. and Brown, S. (Eds) (2007). Internationalising Higher Education. Abingdon: Routledge. https://doi.org/10.4324/9780203945964
Kaplan, R. (1996). Cultural thought patterns in inter-cultural education. Language Learning 16: 1-20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x
Kiernan, J. et al. (2016). Negotiating languages and cultures: Enacting translingualism through a translation assignment, Composition Studies 44 (1): 89-107.
Lagerström, K. and Andersson, M. (2003). Creating and sharing knowledge within a transnational team - The development of a global business system. Journal of World Business 38 (2): 84-95. https://doi.org/10.1016/S1090-9516(03)00003-8
Martins, D. S. (Ed.) (2015). Transnational Writing Program Administration. Boulder, CO: University Press of Colorado. JSTOR, www.jstor.org/stable/j.ctt130hkq6 . https://doi.org/10.7330/9780874219623.c000
Matsuda, P. K. and Silva, T. (1999). Cross-cultural composition: Mediated integration of US and international students. Composition Studies 27 (1): 15-30.
McVeigh, B. J. (2002). Japanese Higher Education as Myth. Armonk, NY: ME Sharpe.
Miller, L. (1994). Japanese and American indirectness. Journal of Asian Pacific Communication 5: 37-55.
Marshall, C. and Rossman, G. (2010). Designing Qualitative Research: Thousand Oaks, CA: SAGE Publications, 2010.
MLA Ad Hoc Committee on Foreign Languages. (2007). Foreign languages and higher education: New structures for a changing world. Profession?12: 234-245. https://doi.org/10.1632/prof.2007.2007.1.234
Molina, R. M. and Gutiérrez, A. C. (2013). Developing communicative competence in English as a Second Language by integrating business competencies. Business Education & Accreditation 5 (2): 65-77.
Pavlenko, A. (2002). Narrative study: Whose story is it, anyway? TESOL Quarterly 36 (2): 213- 218. https://doi.org/10.2307/3588332
Randall, M. (2015). Everyday borders of transnational students: Composing place and space with mobile technology, social media, and multimodality. Computers and Composition 38: 126-139. https://doi.org/10.1016/j.compcom.2015.09.013
Solovova, E. (n.d.). Methodology of English Language Teaching: Core Course. Moscow: AST: Astrel: Poligraphizdat.
TMC. (2006). Six levels of culture. Cultural Orientations Approach, www.culturalorientations.com/Our-Approach/Six-Levels-of-Culture/55/. Accessed 16 Sep. 2016.
Toma, D. J. (2000). How getting close to your subjects makes qualitative data better. Theory into Practice 39 (3): 177-184. https://doi.org/10.1207/s15430421tip3903_9
Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies 30 (6) 1024-1054. https://doi.org/10.1080/01419870701599465
Warriner, D. (2010). Competent performances of situated identities: Adult learners of English accessing engaged participation. Teaching and Teacher Education: An International Journal of Research and Studies 26 (1): 22-30. https://doi.org/10.1016/j.tate.2009.06.003
???????????, ???????. (2009). ??????????? ??????????????? ??????????????? ???????? ?????????? ?????? ???????????. ??????? O?????????? ?????? 2: 47.
'???????? ? ??????.' Refac.ru, www://refac.ru/ritorika-v-rossii/. Accessed 5 Oct. 2016.
Published
2019-06-20
Issue
Section
Research Matters
How to Cite
Houston, M. (2019). Composition going global: The ‘Why?’ and the ‘How?’ of Making/Negotiating Meaning in Writing with diverse audiences across languages and geographical boundaries. Writing and Pedagogy, 11(1), 81-100. https://doi.org/10.1558/wap.35191
