User:Greatwikishark/Multilingual writer

Multilingual literacy programs[edit]
Around the world, educational institutions are creating programs to encourage multilingual literacy and give tools and support to multilingual writers. For example, in the United States, The Norman E. Eberly Multilingual Writing Center at Dickinson College is an ongoing program that benefits multilingual students by giving them a space where their abilities are appreciated and they are given tools that help their learning process as well as the knowledge they put out to the world.

Information that I want to add:

New article bodies that I want to create: Translingualism In Multilingual Writing, Pedagogy in Multilingual Writing, Multilingual Teachers in Writing, Writer Identity for Multilingual Writers, and Challenges Multilingual Writers experience in writing.

Translingualism in Multilingual Writing
Translingualism is an intellectual movement that contributes to the pedagogy and philosophy of writing. This applies to multilingual writers that utilize various linguistic features in speaking and writing. There is a relationship with the process of code-meshing in writing, leading to the development of unique writing identities for many multilingual individuals.

Teachers can be open to understanding the different linguistic variations that their students may use and how they can be applied to different scenarios in writing when applicable. As there are different modes of linguistic variation in communication, different levels of usage are involved.

Pedagogy in Multilingual Writing:
A study done by Terry M. Zawacki and Anna S. Habib from George Mason University involves interviewing multilingual students to find out concerns they have within multilingual classes and focuses on teachers' learning and how they can learn and understand their students.

Teachers are looking into the student writer's identity regarding academic writing and different academic expectations. They discovered that there is a demand for more care and attention to the use of language in teaching and not simply building the “basics” of academic writing taught in middle and high school.

The results showed that students felt a great change in their writing identities when they changed their languages to English. The students also desire more guidance in the learning process of writing academically and developing academic writing proficiency.

Students said that writing in their native language connected them to their culture and this provided them with a more “rich” and descriptive writing experience than when they wrote in English. This entailed that students felt limited in their writing in the English language.

This indicates that students would like to learn how to use this language in writing more. To do this teachers can be open to student suggestions and learn their writing styles, ideas, and categories to understand the diverse language and writing methods students need to succeed in writing in English.

Multilingual Teachers in Writing:
It isn’t only students who go through the exploration of writing and shaping their writer's identity; teachers do too. Some teachers are also multilingual and are searching for their writing identity as well.

A study done by Dorthy Worden Chambers and Analeigh E. Horton dives into the writing identities of teachers. They studied 3 teachers with different linguistic and cultural backgrounds that shaped their new identities through writing about themselves. The teachers were teaching a second language (L2) writing class at a big US research university. The teacher assigned literacy autobiography as the assignment for the class with 24 students agreeing to participate. There were 3 autobiography assignments and at the end, they were all collected and their content was analyzed with the goal of finding themes and categorizing identities the writers resonated with. Additionally, students were told to write about their teaching philosophies. The scholars then connected the literacy narratives to determine a connection between the teaching philosophies. There were three participants’ work that was analyzed.

The research found that there is an increasing diversity in the population of current and future teachers of writing which is good for students but it is also necessary to put in time and care to develop the teacher's identity. One way to do this is a literacy narrative project which is an assignment for teachers to learn and improve their language and literacy skills to know the discussions of “standard” language ideologies. This is to help teachers create new identities and foster new teaching strategies that can cater to their students’ identities in multiliteracy, “multilingual, and multicompetent identities.”

The main takeaway from this research is that there are limitations for teachers relying on teaching ideas. The limitations are more prominent in participant Lee’s findings where teachers deal with constraints trying to develop their desired identities in their workplace. So it is important to allow teachers more time to explore and learn about language and literacy and ideologies that create language “stereotypes” to discover their own identities and create a teaching style that values their students’ multicultural and linguistic identities in writing.

Writer Identity for Multilingual Writers:
For Multilingual Writers, developing a writer's identity requires time and an adequate environment to develop. Being in a learning environment that fosters one’s writing identity can be impactful for multilingual students.

An academic study done by Barbara Bird, Dough Downs, Moriah McCraken, and Jan Reiman from “Next Steps: New Directions for/ in Writing about Writing” looks into the study of how the Writing Studies 101 course and “Bridging program” classes help positively impact students' search for their voice and expand their writing knowledge.

The study the scholars carried out was a “case-based reflection” on students who are English language learners trying to find their writing identity in “Writing Studies 101: Exploring Writing, a first-year, contract- and portfolio-graded workshop course at the University of Alberta”. They studied students' reflections and referenced them in their articles as evidence.

The scholars found that these classes aid multilingual students in rediscovering their voices and learning to incorporate their mother language into their brainstorming and writing. They also discovered that for students who liberate their speaking voice, their writing voices would come after and this is seen with students sharing their ideas through talking and writing. Through reading a diverse variety of literature, students in the class could also gain inspiration in shaping their identity by trying to apply other people's writing styles to their works. This would then allow students to find their style of writing over time. Another realization for the scholars is incorporating different writing activities for students to allow them to further their writing identity. They specifically mentioned that “low-stakes generative writing” which includes freewriting, copious writing, etc., can improve fluency, and the focus and understanding of difficult texts.

The “WRS 101” class’ use of generative writing and integrating feedback strategies helps multilingual students discover newly founded identities that do not exclude their other identities. This class helps guide students out of linguistic deprivation and instead allows them to be more engaged in learning their own writing journey and express their own writing styles. It also improves self-efficacy.

Challenges Multilingual Writers' Experience in Writing:
There are challenges that students face in writing when switching the use of languages. Research has been done that explores students from first language (L1) written classes to second language (L2) written classes transition periods and any challenges that arise within this scope.

In the Journal of Second Language Writing by Diane Belcher and Alan Hirvela, they looked into the various identities of multilingual writers transitioning from L1 writing class to L2 classes and we realized that there is not enough attention put into understanding students' experiences in transitioning their writing “voices” from the “L1” to “L2” writing classes.

The objective of this study was to research more on the definition of a writer's voice which comes with challenges with a lack of research on how voice may be taught to the students and put more effort into understanding the writers' identities and their conception of what writing is through their voice.

The scholars carried out 3 case studies on 3 Latin American graduate writing students using voice as an “analytical” tool to learn about the struggles of the students transitioning from one writing class “L1” to another “L2”. Essentially, using “voice” which is a usual marker that relates to identity and self-characterization to breakdown ways in which it affects the experience of multilingual writers.

The scholars noticed that there is not enough attention put into understanding the students’ experiences in the “L1” writing class and their transition goals into developing a “voice” in the “L2” class. Additionally, the focus on how to teach “voice” has obstructed the importance of being an explanatory tool.

The importance of the research is that it is necessary to face the definition of the voice of a writer which comes with challenges to gain a greater understanding of the voices and identities of multilingual writers that already exist. There needs to be more research on how voice may be taught to the students and put more effort into understanding the identities of the writers and their conception of what writing is through their voice.[https://pdf.sciencedirectassets.com/272112/1-s2.0-S1060374300X00070/1-s2.0-S1060374300000382/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEMb%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIQDDwTcT9nJqi0ds6Ff%2B%2FqI7GYo6WOy1sPXL1BlkHlbN5gIgIgc2W80e3Rv7r%2Bd961zs0k9A%2BnnbOI3J8oQeWc3wYh4qswUIfxAFGgwwNTkwMDM1NDY4NjUiDAorXeC1TieVYwBwTCqQBYVd675vds92%2FS5HgzUg87Cbn6kCK%2FPiPeFrxd3vPFBbDSpOT2%2Bkx2U2HR2yh5g4N0Pml6gsgp9Kw7S6LmWG1%2FEcBejdeBOf3c76FrLejTWPJi2rlVZ%2BEr6gG1kcX8wqGQiZwmRIjIgq5r195mIuzuhS9oOhw074eYkLXgIsnBjCcc2a8S%2Bjw829d92FnhKv%2Bi8ZEP6S5z8zmhaQHDpIqMnSNpZEiFzf4xdC7xoYW5pWH5i1FsehQK%2Fa5BZMhFJV9TCk6QtQmEVwKVIrt%2BpkHwJUgwkbB1OwfpyxBO8PhhwtDn7F2Ut1brkzEjgY9n4V4w1vCKUuauR1Tj5PiYQYhKM%2F2JbDXo7Qxqp1dv%2BqIfeEtYiCutnZTxoheRIcMS7fg0Akyi60xCdjuYSAQArAJF0v39upsJlASi9fhBZfISjUINExxU7G4ZPbmzthpNycL8oJczYiX5vTE66IO1kaClSu%2BVmJKfWAD%2BISKdC1lzqWZWsFjtFlCUL7Vr%2F5t6Unwn3tHcLdhtdHkuAkfbgHws6RcUSMtWugQe2ktb3pB1PGRmqAxcOq9U2ZDYEPv5BHz7HiWIOFhcAPbJVucWWkYDKTF%2BlIiikACQcryh7NiRfrrxySTP0%2FV9JROLyutlU5hlXb%2FCuoGEuSlpvy6atDk2pGEfp51kl9RUEcMdEgsh9wu1jdi%2FNuplT8zw7ObbA%2Fp7xnLlJuIoFpPlXSunCbUZ2VwRbCIDgtwu2pTGu14d5HtIPCkoCOoRVuxeWArwVxksInxUIclgJ9GMDjSzkFxDrIOwUFjuBQOJFL%2B%2Fx7h1Rciq9DmLhwZsWXr5gnXovIiT%2B0KIlVm6z8SeQ2NrQWoFvYi%2FRrtFOngxy2HHNcE4dbMJeNxq0GOrEB%2BdZ3fEVFcEIC6AdmnnMdEm5tVg6vhKhhwvu5iVxbgPoL2b8Lh0jBeUNwWSRtMc%2BgeYW925ljL6ZttlA59RQKI5UNKgkUCt6xPACQEELbm53viRasuHMRPQYZmDtNwIDs8aB7pGdwfMpC62%2FGK2wJ%2FrMCyPtOro48eD%2F9Y3lAYgp%2Fo51DbePL%2BnqnVzOizPkKW4ytBsiruIG3WbWswr2C1m3CwHDuZ0bCGy1qmLp5c6Q1&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20240124T233729Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY6KLC2OHM%2F20240124%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=75f1f305ad970caba3b5093575a865585c6d359f3c0e1c501c79b8b290a9242a&hash=3a9ff9e00a09c63d3a1224ba667129ea70d1e1497717634b77491ef89dfd4021&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1060374300000382&tid=spdf-7be95277-0185-4489-b4d6-f2d6ddc3140a&sid=e04aff279749b0447b2a573355bc7eef38fegxrqa&type=client&ua=17105d550702570f00&rr=84ac1ac64e787e94&cc=us]

References:
see footnotes