Translingual writing and teacher development in composition

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27 Scopus citations

Abstract

Teacher preparation for translingual writing differs from dominant forms of professional development wherein teachers are armed with predefined norms, materials, and knowledge for classroom purposes. Describing the principles that guide a teacher training course, this essay argues that teacher preparation for translingual writing should focus on encouraging teachers to construct their pedagogies with sensitivity to student, writing, and course diversity, thus continuing to develop their pedagogical knowledge and practice for changing contexts of writing. The essay outlines the principles (practicebased, dialogical, and ecological) that shape the course, describes its main features, and assesses its outcomes.

Original languageEnglish (US)
Pages (from-to)265-273
Number of pages9
JournalCollege English
Volume78
Issue number3
StatePublished - Jan 2016

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics

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