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Multi-Lingual and Multi-Identity: Writing in School as a 7th Grade Intermediate English Learner
Wan, Pauline Wan, Pauline
Wan, Pauline
Wan, Pauline
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Abstract
This article discusses a qualitative study centering the writing practices of seventh grade multilingual students in a small, urban city in Massachusetts. Analysis of participants' narrative and nonfiction writing reveal that emergent multilingual students inherently express multiple, sometimes contradictory identities due to their development as language learners and adolescents. Students achieved this by weaving through various languages (including different Englishes) and drawing on their lived experiences and observations. In doing so, multilingual young people disrupt unequal voices and language hierarchies by transgressing standard ideologies in academic writing. To affirm and promote the validity of translingual, heteroglossic writing, educators should consider multilingual texts as legitimate exemplars and develop heteroglossic literacy practices that support students to refine their pre-existing language use in service of their authorial intentions.
Title
Multi-Lingual and Multi-Identity: Writing in School as a 7th Grade Intermediate English Learner
Date
2024-05-01
Subject
Multilingual
Writing
Identity
English
Middle school
Translanguaging
Writing
Identity
English
Middle school
Translanguaging
Material type
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Wan-Pauline_thesis.pdf
Adobe PDF, 3.26 MB
Abstract
This article discusses a qualitative study centering the writing practices of seventh grade multilingual students in a small, urban city in Massachusetts. Analysis of participants' narrative and nonfiction writing reveal that emergent multilingual students inherently express multiple, sometimes contradictory identities due to their development as language learners and adolescents. Students achieved this by weaving through various languages (including different Englishes) and drawing on their lived experiences and observations. In doing so, multilingual young people disrupt unequal voices and language hierarchies by transgressing standard ideologies in academic writing. To affirm and promote the validity of translingual, heteroglossic writing, educators should consider multilingual texts as legitimate exemplars and develop heteroglossic literacy practices that support students to refine their pre-existing language use in service of their authorial intentions.
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Location
Advisor
Sponsor
Course
Department
Secondary and Higher Education
Degree
Master of Arts in Teaching (MAT)