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Rethinking Translingual as a Transdisciplinary Rhetoric: Broadening the Dialogic Space

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Bibliographic Details
Title: Rethinking Translingual as a Transdisciplinary Rhetoric: Broadening the Dialogic Space
Language: English
Authors: Wang, Zhaozhe
Source: Composition Forum. Fall 2018 40.
Availability: Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2018
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Interdisciplinary Approach, Rhetoric, Writing Research, Teaching Methods, Writing Instruction, Language Usage, Second Languages, Multilingualism, Cultural Background, Native Language, Linguistic Borrowing, Reader Text Relationship, Higher Education
ISSN: 1522-7502
Abstract: This article proposes a translingual/transdisciplinary rhetoric that aims to complement, rather than confront, current discipline-specific discursive, linguistic, and cultural conventions. Specifically, the article reviews various lines of inquiry on translingualism in composition scholarship and identifies and accounts for the challenges and resistance to this orientation in practice. After defining translingual/transdisciplinary rhetoric and conceptualizing what it means to practice it across disciplines, the author proposes tentative directions for achieving a translingual/transdisciplinary rhetorical norm in pedagogical spaces.
Abstractor: As Provided
Number of References: 48
Entry Date: 2018
Accession Number: EJ1196522
Database: ERIC
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Description
Abstract:This article proposes a translingual/transdisciplinary rhetoric that aims to complement, rather than confront, current discipline-specific discursive, linguistic, and cultural conventions. Specifically, the article reviews various lines of inquiry on translingualism in composition scholarship and identifies and accounts for the challenges and resistance to this orientation in practice. After defining translingual/transdisciplinary rhetoric and conceptualizing what it means to practice it across disciplines, the author proposes tentative directions for achieving a translingual/transdisciplinary rhetorical norm in pedagogical spaces.
ISSN:1522-7502