{"id":378,"date":"2017-03-31T11:10:26","date_gmt":"2017-03-31T16:10:26","guid":{"rendered":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/?page_id=378"},"modified":"2017-11-02T13:29:16","modified_gmt":"2017-11-02T18:29:16","slug":"translingual-scholarship","status":"publish","type":"page","link":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/translingual-scholarship\/","title":{"rendered":"Translingual Scholarship"},"content":{"rendered":"<p>This page provides a more detailed introduction with definitions and key terms, essential reads and scholarship within rhetoric and composition, highlights from other disciplines including sociolinguistics, education, and comparative literature, and a working bibliography providing\u00a0resources for instructors and writing program administrators. For a broader overview, see the <a href=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/translingualism-101\/\">Translingual Overview<\/a>.<\/p>\n<h2>Essential Definitions<\/h2>\n<p>The definitions of &#8220;translingual&#8221; and &#8220;translanguaging&#8221; remain in flux\u2014much like language. These three definitions from major contributions to translingual scholarship\u00a0\u00a0in rhetoric and composition give some sense of what a translingual orientation toward language difference entails. (For my personal take on the uses of &#8220;translingual,&#8221; &#8220;translanguaging,&#8221; and &#8220;translingualism&#8221; see &#8220;Translingual Terms in Context&#8221; below.)<\/p>\n<p><a href=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/Screen-Shot-2017-05-02-at-4.50.39-PM.png\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/Screen-Shot-2017-05-02-at-4.50.39-PM.png\" alt=\"\" width=\"34\" height=\"37\" \/><\/a>A translingual approach &#8220;sees difference in language not as a barrier to overcome or as a problem to manage, but as a resource for producing meaning in writing, speaking, reading, and listening.&#8221; \u2014 Bruce Horner, Min-Zhan Lu, John Trimbur; Jacqueline Jones Royster, <a href=\"http:\/\/ir.library.louisville.edu\/cgi\/viewcontent.cgi?article=1065&amp;context=faculty\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cLanguage Difference in Writing: Toward a Translingual Approach,\u201d<\/a> 303<\/p>\n<p><a href=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/Screen-Shot-2017-05-02-at-4.51.20-PM.png\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/Screen-Shot-2017-05-02-at-4.51.20-PM.png\" alt=\"\" width=\"29\" height=\"35\" \/><\/a>There are two key paradigmatic shifts in the translingual orientation. &#8220;First, communication transcends individual languages. Secondly, communication transcends words and involves diverse semiotic resources and ecological affordances.&#8221; \u2014 Suresh Canagarajah, <a href=\"https:\/\/www.routledge.com\/Translingual-Practice-Global-Englishes-and-Cosmopolitan-Relations\/Canagarajah\/p\/book\/9780415684002\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Translingual Practice<\/em><\/a>, 6<\/p>\n<p><a href=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/Screen-Shot-2017-05-02-at-4.51.28-PM.png\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/Screen-Shot-2017-05-02-at-4.51.28-PM.png\" alt=\"\" width=\"34\" height=\"39\" \/><\/a>A translingual approach to composition is concerned with:<\/p>\n<ul>\n<li>language (varieties of Englishes, discourses, media, and modalities) as performative<\/li>\n<li>users of language as actively forming and transforming conventions<\/li>\n<li>communication as non-neutral and informed by asymmetrical power relations<\/li>\n<li>difference as the norma of all utterances<\/li>\n<li>the ability to tinker with authorized conventions of meaning making as needed and desired<\/li>\n<li>all communicative practices as mesopolitical acts, actively negotiating and constituting relations of power<\/li>\n<\/ul>\n<p>\u2014Min-Zhan Lu and Bruce Horner, <a href=\"http:\/\/www.ncte.org\/library\/NCTEFiles\/Resources\/Journals\/CE\/0783-jan2016\/CE0783Introduction.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">&#8220;Introduction: Translingual Work,&#8221;<\/a> 208<\/p>\n<h6>Translingual Terms in Context<\/h6>\n<p>With so much jargon, it might also be helpful to compare some commonly used terms.<\/p>\n<p>Translingual, Translanguaging, and Translingualism\u00a0\u00a0As discussed above, these terms are still in flux and will remain so. For the purposes of this website, &#8220;translingual&#8221; refers to an overall orientation or approach to language difference as well as to translingual speakers. &#8220;Translanguaging&#8221;\u00a0generally refers to\u00a0the act of moving between and among languages in a given text and\/or encounter. I also argue that translanguaging includes\u00a0 the act of challenging monolinguistic assumptions of higher education and contextualizing Standard Edited American English as one discourse among many. I believe these two acts of translanguaging work together create a paradigm shift in composition pedagogy and theory. &#8220;Translingualism&#8221; refers\u00a0to an instance of moving among languages and\/or a state of being translingual.<\/p>\n<p>Translingual versus English as a Second Language\u00a0(ESL)\u00a0Rhetoric and composition and English as a Second Language are often separated into two different disciplines. While this split is artificial, it also leads translingual scholarship to be separated from ESL scholarship. However, the idea of &#8220;translanguaging&#8221; exists in both rhet\/comp and ESL. Therefore, it is important to recognize that translingual and ESL scholarship have two different disciplinary histories, but that these difference are not insurmountable. For more about ESL scholarship, you can visit the Teaching English to Speakers of Other Languages website:\u00a0<a href=\"http:\/\/www.tesol.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.tesol.org\/<\/a><\/p>\n<p>Translingual versus Multilingual The difference between translingual and multilingual is the way these terms reflect assumptions about language use. What distinguishes translingualism from multi\/bi\/mono-lingualism is the notion of constantly moving between and among languages. Multilingual retains the assumption that languages are distinct and that individuals switch between discourses, rather than cross freely amongst them.<\/p>\n<p>Code-Meshing versus Code-Switching While code-meshing and code-switching are often used interchangeably, they actually denote two different linguistic practices. Code-meshing describes using languages and discourses simultaneously to create meaning. Code-meshing is analogous to &#8220;translanguaging.&#8221; Code-switching describes switching from one discourse to another. That is,\u00a0individuals use languages or discourses separately. Like &#8220;multilingual,&#8221; &#8220;code-switching&#8221; implies that languages are distinct and that people can switch between them without having any slippage and\/or conflict.<\/p>\n<h2>Essential Reads<\/h2>\n<p>\t\t\t\t<a href=\"http:\/\/ir.library.louisville.edu\/cgi\/viewcontent.cgi?article=1065&#038;context=faculty\" target=\"_blank\" itemprop=\"url\"><br \/>\n\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/CEjan2011cover.jpg\" alt=\"CEjan2011cover\" itemprop=\"image\"  \/><br \/>\n\t\t\t\t<\/a><\/p>\n<h5><a href=\"http:\/\/ir.library.louisville.edu\/cgi\/viewcontent.cgi?article=1065&#038;context=faculty\" target=\"_blank\">Language Difference in Writing: Toward a Translingual Approach<\/a><\/h5>\n<p>Published in 2011 by Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur, this opinion piece touched off the discussion of translingual scholarship in rhetoric and composition and remains frequently cited. The article both critiques the emphasis in traditional U.S. composition on linguistic homogeneity (read: &#8220;Standard Edited American English&#8221;) and argues that compositionists should see\u00a0difference in language not as a barrier to overcome or as a problem to manage, but as a resource for producing meaning in writing, speaking, reading, and listening.<\/p>\n<p><a href=\"http:\/\/ir.library.louisville.edu\/cgi\/viewcontent.cgi?article=1065&#038;context=faculty\" target=\"_blank\">Full text<\/a><br \/>\n\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/51xDCvQDpL._SX331_BO1204203200_-200x300.jpg\" alt=\"51xDCv+QDpL._SX331_BO1,204,203,200_\" itemprop=\"image\"  \/><\/p>\n<h5>Translingual Practice: Global Englishes and Cosmopolitan Relations<\/h5>\n<p>Currently, Suresh Canagarajah&#8217;s\u00a0<em><a href=\"https:\/\/www.routledge.com\/Translingual-Practice-Global-Englishes-and-Cosmopolitan-Relations\/Canagarajah\/p\/book\/9780415684002\" target=\"_blank\" rel=\"noopener noreferrer\">Translingual Practice<\/a><\/em>\u00a0(2013)\u00a0and\u00a0<a href=\"https:\/\/www.routledge.com\/Literacy-as-Translingual-Practice-Between-Communities-and-Classrooms\/Canagarajah\/p\/book\/9780415524674\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Literacy as a Translingual Practice<\/em><\/a>\u00a0(2013) are\u00a0the only book-length explorations of translingual theory and practice to come out of rhetoric and composition. Canagarajah draws on his own experience as a transcultural scholar of applied linguistics, TESOL, and rhetoric and composition to explore the implications of a translingual approach to language. Chapters of particular interest to TCU writing faculty might be &#8220;Theorizing Translingual Practice,&#8221; &#8220;English as Translingual,&#8221; &#8220;Pluralizing Academic Writing,&#8221; and &#8220;Negotiating Translingual Literacy.&#8221;<\/p>\n<p>\t\t\t\t<a href=\"https:\/\/teachingcollegewritingfall2011.qwriting.qc.cuny.edu\/files\/2011\/08\/Lu_Professing-Multiculturalism.pdf\" target=\"_blank\" itemprop=\"url\"><br \/>\n\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/CCCdec1994cover.jpg\" alt=\"CCCdec1994cover\" itemprop=\"image\"  \/><br \/>\n\t\t\t\t<\/a><\/p>\n<h5><a href=\"https:\/\/teachingcollegewritingfall2011.qwriting.qc.cuny.edu\/files\/2011\/08\/Lu_Professing-Multiculturalism.pdf\" target=\"_blank\">Professing Multiculturalism: The Politics of Style in The Contact Zone<\/a><\/h5>\n<p>In this seminal piece, Min-Zhan Lu challenged notions of &#8220;basic writers&#8221; and called on compositionists to reconceptualize &#8220;student error&#8221; as valid rhetorical choices based on personal language use. Originally published in 1994, this article significantly predates formal translingual scholarship; however, with this publication Lu set a new agenda for writing instructors. She argued that marginalizing student voices pushes their work and the work of their instructors to the margins. \u00a0She also provides a detailed example of her approach to non-standardized student writing by discussing her classroom practices in detail.<\/p>\n<p><a href=\"https:\/\/teachingcollegewritingfall2011.qwriting.qc.cuny.edu\/files\/2011\/08\/Lu_Professing-Multiculturalism.pdf\" target=\"_blank\">Full Text<\/a><br \/>\n\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/Screen-Shot-2017-04-03-at-6.24.59-PM.png\" alt=\"Screen Shot 2017-04-03 at 6.24.59 PM\" itemprop=\"image\"  \/><\/p>\n<h5>Critiques of Translingual Scholarship<\/h5>\n<p><a href=\"http:\/\/www.mlajournals.org\/doi\/abs\/10.1632\/pmla.2014.129.3.478\" target=\"_blank\" rel=\"noopener noreferrer\">Paul Kei Matsuda&#8217;s &#8220;The Lure of Translingualism&#8221;<\/a>\u00a0(2014)\u00a0and <a href=\"http:\/\/www.ncte.org\/journals\/ce\/issues\/v78-3\" target=\"_blank\" rel=\"noopener noreferrer\">Keith Gilyard&#8217;s &#8220;The Rhetoric of Translingualism&#8221;<\/a>\u00a0(2016) provide thoughtful warnings\u00a0against uncritical translingual pedagogy and consider implications of widespread adoption of a translingual approach for the field of composition. While Matsuda fears &#8220;linguistic tourism&#8221; could obscure\u00a0similarities, Gilyard urges compositionists to avoid collapsing differences and ignoring systematic inequalities. Both help to complicate and deepen a translingual approach to language difference.<\/p>\n<h2>Essential\u00a0Scholars<\/h2>\n<h5>Min-Zhan Lu<\/h5>\n<p>Min-Zhan Lu is a professor emerita at the University of Louisville and a forerunner in translingual scholarship. She began her career publishing on basic writing. Her approach to composition and translingual theory reflects her own educational background in Maoist China. Lu earned her Ph.D. at the University of Pittsburgh, publishing <a href=\"https:\/\/www.jstor.org\/stable\/377860\" target=\"_blank\" rel=\"noopener noreferrer\">&#8220;From Silence to Words&#8221;<\/a>\u00a0(1987) during that time. Lu then served as an endowed chair of the humanities at Drake University. I, along with John Trimbur, argue that <a href=\"https:\/\/teachingcollegewritingfall2011.qwriting.qc.cuny.edu\/files\/2011\/08\/Lu_Professing-Multiculturalism.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">&#8220;Professing Multiculturalism&#8221;<\/a>\u00a0(1994) helped pave the way for translingual scholarship in rhetoric and composition. She frequently publishes on translingual scholarship with Bruce Horner.<\/p>\n<p>See Min-Zhan Lu&#8217;s faculty profile <a href=\"https:\/\/louisville.edu\/english\/faculty-staff\/emeritus\/lu.html\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.<\/p>\n<p>\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/KeynoterMin-Zhan-Lu.png\" alt=\"KeynoterMin-Zhan Lu\" itemprop=\"image\"  \/><\/p>\n<h5>Bruce Horner<\/h5>\n<p>Bruce Horner is the Endowed Chair in Rhetoric and Composition\u00a0at the University of Louisville. He earned his Ph.D. at the University of Pittsburgh. Along with Min-Zhan Lu, Horner is a major force in translingual scholarship. Together, they have published some of the seminal articles in this subfield. Lu and Horner\u00a0also published a textbook,\u00a0<em><a href=\"https:\/\/www.pearsonhighered.com\/product\/Lu-Writing-Conventions\/9780321143105.html\" target=\"_blank\" rel=\"noopener noreferrer\">Writing Conventions<\/a><\/em>\u00a0(2008), where they offer a way for teachers to engage students by reflecting on their own experiences writing. Horner&#8217;s most recent book,\u00a0<em><a href=\"https:\/\/muse.jhu.edu\/book\/44765\" target=\"_blank\" rel=\"noopener noreferrer\">Rewriting Composition: Terms of Exchange<\/a>,<\/em>\u00a0was published in 2016.<\/p>\n<p>See Bruce Horner&#8217;s faculty profile <a href=\"https:\/\/louisville.edu\/faculty\/bmhorn01\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.<\/p>\n<p>\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/Hornerresize-300x300.jpg\" alt=\"Hornerresize\" itemprop=\"image\"  \/><\/p>\n<h5>John Trimbur<\/h5>\n<p>John Trimbur is a professor and associate director of the First-Year Writing Program at Emerson College. He earned his Ph.D at the State University of New York, Buffalo. In addition to translingual theory, he publishes on the politics of language in the United States and South Africa. His article, co-written with Horner,\u00a0<a href=\"https:\/\/www.jstor.org\/stable\/1512118\" target=\"_blank\" rel=\"noopener noreferrer\">&#8220;English Only and U.S. College Composition&#8221;<\/a>\u00a0(2002). Along with Min-Zhan Lu and Bruce Horner, Trimbur is one of the leading voices on translingual scholarship in rhetoric and composition.<\/p>\n<p>See John Trimbur&#8217;s faculty profile\u00a0<a href=\"https:\/\/www.emerson.edu\/academics\/faculty-guide\/profile\/john-trimbur\/2512\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.<\/p>\n<p>\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/trimbur-john-225x300.jpg\" alt=\"trimbur-john\" itemprop=\"image\"  \/><\/p>\n<h5>Suresh Cangarajah<\/h5>\n<p>Suresh Canagarajah is the Edwin Erle Sparks Professor of Applied Linguistics, English, and Asian Studies as well as the Director of the Migration Studies Project at Penn State. He was born and educated in Sri Lanka, which he writes about in\u00a0<em><a href=\"http:\/\/www.upress.pitt.edu\/BookDetails.aspx?bookId=35427\" target=\"_blank\" rel=\"noopener noreferrer\">A Geopolitics of Academic Writing<\/a><\/em>. His other publications include\u00a0<a href=\"https:\/\/books.google.com\/books\/about\/Resisting_Linguistic_Imperialism_in_Engl.html?id=8RQ_v9GoHsYC\" target=\"_blank\" rel=\"noopener noreferrer\"><i>Resisting Linguistic Imperialism in English Teaching<\/i><\/a>, which won MLA&#8217;s Mina Shaughnessy Award in 2000. Canagarajah provides an interdisciplinary perspective on translingual scholarship by leveraging his expertise in applied linguistics.<\/p>\n<p>See Suresh Canagrajah&#8217;s personal website <a href=\"http:\/\/www.personal.psu.edu\/asc16\/\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.<\/p>\n<p>\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/image_normal.jpg\" alt=\"image_normal\" itemprop=\"image\"  \/><\/p>\n<h3>Beyond Composition<\/h3>\n<p>\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/51vRDEd7dgL._SX331_BO1204203200_-200x300.jpg\" alt=\"51vRDEd7dgL._SX331_BO1,204,203,200_\" itemprop=\"image\"  \/><\/p>\n<h5>The Sociolinguistics of Globalization<\/h5>\n<p>Jan Blommaert, a Belgian sociolinguist and linguistic anthropologist as well as Professor of Language, Culture and Globalization and Director of the Babylon Center at Tilburg University, published\u00a0<em><a href=\"http:\/\/www.cambridge.org\/us\/academic\/subjects\/languages-linguistics\/sociolinguistics\/sociolinguistics-globalization?format=HB&amp;isbn=9780521884068\" target=\"_blank\" rel=\"noopener noreferrer\">The Sociolinguistics of Globalization<\/a>\u00a0<\/em>in 2010. In this book, he constructs a theory of changing language in a changing society, reconsidering locality, repertoires, competence, history, and sociolinguistic inequality. For rhet\/comp scholars interested in exploring more about sociolinguistics, this provides a strong introduction.<\/p>\n<p>\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/517gO8VTxsL._SX315_BO1204203200_-191x300.jpg\" alt=\"517gO8VTxsL._SX315_BO1,204,203,200_\" itemprop=\"image\"  \/><\/p>\n<h5>The Translingual Imagination<\/h5>\n<p>From the field of comparative literature, Steven G. Kellman, of the University of Texas at San Antonio, brings us\u00a0<em><a href=\"https:\/\/books.google.com\/books?id=2jp0xviQY9IC&amp;source=gbs_navlinks_s\" target=\"_blank\" rel=\"noopener noreferrer\">The Translingual Imagination<\/a>\u00a0<\/em>(2000).\u00a0Predating much of the scholarship in rhetoric and composition, Kellman studied the work of translingual writers such as Antin, Beckett, Coetzee, and Nabokov. This book would be of most interest to literature or creative writing instructors who focus on analyzing published work, rather than student writing.\u00a0<em><a href=\"https:\/\/books.google.com\/books\/about\/Switching_Languages.html?id=i_JZAAAAMAAJ\" target=\"_blank\" rel=\"noopener noreferrer\">Switching Languages: Translingual Writers Reflect on Their Craft<\/a><\/em>\u00a0(2003) includes reflections from translingual writers including Chinua Achebe, Salman Rushdie, Elias Canetti, and Julia Alvarez and might be more suited to studying writing and linguistic processes.<\/p>\n<p>\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/41dJzA0kKQL._SX331_BO1204203200_-200x300.jpg\" alt=\"41dJzA0kKQL._SX331_BO1,204,203,200_\" itemprop=\"image\"  \/><\/p>\n<h5>Translanguaging with Multilingual Students: Learning from Classroom Moments <\/h5>\n<p>This collection, from the field of education, examines how translingual writing is\u00a0<em>already\u00a0<\/em>occurring in classrooms with &#8220;emergent bilinguals&#8221; and how to implement a pedagogical orientation. Edited by Ofelia Garcia, professor of Urban Education and Hispanic and Luso-Brazilian literatures at the Graduate Center of SUNY, and Tatyana Kleyn, Associate Professor of Bilingual Education and TESOL programs at CUNY, <a href=\"https:\/\/www.routledge.com\/Translanguaging-with-Multilingual-Students-Learning-from-Classroom-Moments\/Garcia-Kleyn\/p\/book\/9781138906983\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Translanguaging with Multilingual Students<\/em><\/a>\u00a0(2016) will be of interest to composition instructors as well as writing program administrators or teacher educators.<\/p>\n<p>\t\t\t\t<img decoding=\"async\" src=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-content\/uploads\/2017\/03\/41BvFGsXaEL._SX330_BO1204203200_-200x300.jpg\" alt=\"41BvFGsXaEL._SX330_BO1,204,203,200_\" itemprop=\"image\"  \/><\/p>\n<h5>Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals<\/h5>\n<p>In <em><a href=\"https:\/\/books.google.com\/books?id=UAeLBgAAQBAJ&amp;dq=Yvonne+S.+Freeman&amp;source=gbs_navlinks_s\" target=\"_blank\" rel=\"noopener noreferrer\">Research on Preparing Inservice Teachers<\/a><\/em>\u00a0(2015), Yvonne S. Freeman and David E. Freeman, both from the field of education and emeritus professors from the University of Texas at Brownsville, present research on teacher education for those working with bilingual students. They argue that research on ELL (English Language Learning) students has focused on students themselves rather than their instructors, filling the gap with this book. This would be of particular interest to writing program administrators or teacher educators.<\/p>\n<p>&nbsp;<\/p>\n<h3>Looking for more scholarship?<\/h3>\n<p>\t\t\t<a href=\"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/bibliography\/\" target=\"_self\" role=\"button\"><br \/>\n\t\t\t\t\t\t\tLearn More<br \/>\n\t\t\t\t\t<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This page provides a more detailed introduction with definitions and key terms, essential reads and scholarship within rhetoric and composition, highlights from other disciplines including sociolinguistics, education, and comparative literature, and a working bibliography providing\u00a0resources for instructors and writing program<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-378","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-json\/wp\/v2\/pages\/378","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-json\/wp\/v2\/comments?post=378"}],"version-history":[{"count":34,"href":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-json\/wp\/v2\/pages\/378\/revisions"}],"predecessor-version":[{"id":882,"href":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-json\/wp\/v2\/pages\/378\/revisions\/882"}],"wp:attachment":[{"href":"http:\/\/www.whitneylewjames.com\/translanguaging-tcu\/wp-json\/wp\/v2\/media?parent=378"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}