Developments in Multilingualism and Translingualism in Composition and Rhetoric Studies
Author: Jennifer Umezinwa (Nasarawa State University, Nigeria)
Speaker: Jennifer Umezinwa
COMELA 2022 General Session
This article examines policies and practices on Multilingualism and Translingualism in composition pedagogy. Multilingualism is the total verbal repertoire in different languages spoken by an individual. Translingualism refers to varieties of discursive and communicative multilingual practices in negotiating the uses of linguistic resources across speech communities. Extant literature exists in the field from the reviewed literature, and these scholarly contributions have different implications for monolingual and multilingual writing composition instructors and students. The article points out arguments and theories on translingualism to trace its inception. The author highlights the advantages of multilingualism for international students and writing students in particular. Finally, the article examines the differences and implications of policies and practices using multilingual cases in the US and the UK. The findings emphasize that models are similar in the argument that language difference is not a disability but a motivation for unique expression and originality in composition studies.
Keywords: Multilingualism, Linguistic Anthropology, Rhetoric, Cross Atlantic, Tertiary Students