First Advisor

Kate Comer

Date of Award

2-28-2020

Document Type

Thesis

Degree Name

Bachelor of Arts (B.A.) in English and University Honors

Department

English

Language

English

Subjects

Multilingual education, English language -- Writing -- Study and teaching (Higher), Rhetoric -- Study and teaching (Higher)

DOI

10.15760/honors.853

Abstract

This thesis traces the last nine years of translingual scholarship in the hopes of theorizing best practices to enact a translingual pedagogy in first year composition (FYC) contexts. Despite translingual theory’s high profile in the field, scholars like Ligia Mihut (2019) have brought attention to the fact that little has been done to bring translingual theory into classrooms. After reviewing relevant literature in Composition Studies, the author explores how translingual tenets can be implemented within current university curricula. Through three well-established pedagogical approaches, the author suggests, instructors can adopt translingual practices that support students’ linguistic agency and challenge monolingual ideologies. Ultimately, this work hopes to advance meaningful conversations among scholars and teachers developing best practices in translingual FYC pedagogy.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Comments

An undergraduate honors thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in University Honors and Spanish, English.

Persistent Identifier

https://archives.pdx.edu/ds/psu/32740

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