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.
Horner, Bruce; Lu, Min-Zhan; Royster, Jacqueline Jones; and Trimbur, John, "Language difference in writing : toward a translingual approach." (2011). Faculty Scholarship. Paper 67.