A Space for Myself and My Language: University Students' Translanguaging Practices and Agency

For many years, multilingual learners have been taught writing using native speaker norms that focus either on the process or product of writing, which is devoid of any context. Recently, however, the social dimensions of writing have been emphasized; thus, writing is no longer just regarded as a sy...

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Main Author: Perfecto, Marianne Rachel G
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Published: Archīum Ateneo 2024
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Online Access:https://archium.ateneo.edu/english-faculty-pubs/211
https://doi.org/10.1007/978-981-99-8589-0_4
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Institution: Ateneo De Manila University
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spelling ph-ateneo-arc.english-faculty-pubs-12122024-09-12T06:32:30Z A Space for Myself and My Language: University Students' Translanguaging Practices and Agency Perfecto, Marianne Rachel G For many years, multilingual learners have been taught writing using native speaker norms that focus either on the process or product of writing, which is devoid of any context. Recently, however, the social dimensions of writing have been emphasized; thus, writing is no longer just regarded as a systematic process, but as a “form of social activism driven by students’ agencies” (Kalan, 2014, p. 10). This study furthers this argument by describing how translanguaging can provide multilingual university students this sense of agency in their writing if they are given the space in the classroom. Data used in the study come from the students’ activities and answers to the reflection questionnaire they answered after working on the activities. Results show that the translingual practices of the students enact their agency. The translanguaging done by the students, however, does not just show the meshing and switching of codes. Two participants in the study claim that thinking happens in one language, and the writing is done in English, thus supporting Cummin’s argument that languages are “experientially and socially real” (Cummins, 2021, p. 17). Implications for the teaching of writing in a multilingual classroom are discussed. 2024-02-07T08:00:00Z text https://archium.ateneo.edu/english-faculty-pubs/211 https://doi.org/10.1007/978-981-99-8589-0_4 English Faculty Publications Archīum Ateneo Arts and Humanities Education English Language and Literature Higher Education Language and Literacy Education
institution Ateneo De Manila University
building Ateneo De Manila University Library
continent Asia
country Philippines
Philippines
content_provider Ateneo De Manila University Library
collection archium.Ateneo Institutional Repository
topic Arts and Humanities
Education
English Language and Literature
Higher Education
Language and Literacy Education
spellingShingle Arts and Humanities
Education
English Language and Literature
Higher Education
Language and Literacy Education
Perfecto, Marianne Rachel G
A Space for Myself and My Language: University Students' Translanguaging Practices and Agency
description For many years, multilingual learners have been taught writing using native speaker norms that focus either on the process or product of writing, which is devoid of any context. Recently, however, the social dimensions of writing have been emphasized; thus, writing is no longer just regarded as a systematic process, but as a “form of social activism driven by students’ agencies” (Kalan, 2014, p. 10). This study furthers this argument by describing how translanguaging can provide multilingual university students this sense of agency in their writing if they are given the space in the classroom. Data used in the study come from the students’ activities and answers to the reflection questionnaire they answered after working on the activities. Results show that the translingual practices of the students enact their agency. The translanguaging done by the students, however, does not just show the meshing and switching of codes. Two participants in the study claim that thinking happens in one language, and the writing is done in English, thus supporting Cummin’s argument that languages are “experientially and socially real” (Cummins, 2021, p. 17). Implications for the teaching of writing in a multilingual classroom are discussed.
format text
author Perfecto, Marianne Rachel G
author_facet Perfecto, Marianne Rachel G
author_sort Perfecto, Marianne Rachel G
title A Space for Myself and My Language: University Students' Translanguaging Practices and Agency
title_short A Space for Myself and My Language: University Students' Translanguaging Practices and Agency
title_full A Space for Myself and My Language: University Students' Translanguaging Practices and Agency
title_fullStr A Space for Myself and My Language: University Students' Translanguaging Practices and Agency
title_full_unstemmed A Space for Myself and My Language: University Students' Translanguaging Practices and Agency
title_sort space for myself and my language: university students' translanguaging practices and agency
publisher Archīum Ateneo
publishDate 2024
url https://archium.ateneo.edu/english-faculty-pubs/211
https://doi.org/10.1007/978-981-99-8589-0_4
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