Document Type

Article

Publication Date

1-2011

Department

English

Abstract

Arguing against the emphasis of traditional U.S. composition classes on linguistically homogeneous situations, the authors contend that this focus is at odds with actual language use today. They call for a translingual approach, which they define as seeing 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.

Comments

This article was originally published in College English, Volume 73, Number 3, January 2011.

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