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Navigating Multilingual Writing: Cultures, Languages, and Perspectives

This session focuses on strategies for effectively working with multilingual writers, exploring the intersection of language and culture. Learn about code-switching, mindset shifts, and the importance of valuing diverse linguistic backgrounds. Gain insights from student experiences and engage in discussions on inclusive writing practices.

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Navigating Multilingual Writing: Cultures, Languages, and Perspectives

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Presentation Transcript

  1. Hi! Please make a name tent.

  2. Working with Multilingual Writers English 403 10/12/17

  3. Thinking and writing… What questions do you have about working with multilingual writers?

  4. Agenda 1. Introduction and Framing 2. Student Experiences 3. Group Discussions 4. Debrief

  5. How I come to this work

  6. Mindsets Deficit-Based: Language is a problem Asset-Based: Language is a strength Multilingual Code-switching or code-meshing (moving between or putting together languages) takes intelligence and skill and can communicate new meanings What can this writer teach us about writing within and across cultures ? • English is their second language • Confusing English with their first language • The writer is resistant to this structure (because it doesn’t align with their culture)

  7. I believe… • Language cannot be separated from culture (Anzaldúa) • Language, like culture, shapes one’s way of being in the world • Language is constructed and political (Micciche) • People’s experiences with language matter

  8. Student Experiences >Toni Website 4:53 What resonates with you? What surprises you? How do these responses connect to the readings?

  9. At Wisconsin-Madison… Over 4,000 international students from more than 130 countries Mandatory Course/Assessment These statistics do not include: Students who grew up in the US who speak “dialects” of English Students who grew up in the US or moved when they were very young and speak languages other than English at home

  10. Questions to Guide Discussion • What would you do in these situations? • What mind-sets or assumptions are taking place on behalf of the student and/or Fellow? • What Mastuda and Cox and/or Micciche say? • What new questions do you have?

  11. Back to your question… How would you begin to answer or revise your question? What’s one thing you want to remember for your tutoring and/or research?

  12. Thank you! More resources: Gloria Anzaldúa Suresh Canagarajah Vershawn Ashanti Young Geneva Smitherman UW Writing Center Blog Post: “With not For: Building and Strategizing Diversity in the Writing Center” Child Translators

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