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Esteemed Colleagues,
Welcome to the latest edition of our Bilingual-Multilingual
Education Interest Section (B-MEIS) Bilingual Basics newsletter! It is my great pleasure to offer my
congratulations on its publication to its Editor, and B-MEIS
Chair-Elect, Dr. Alsu Gilmetdinova, for the year 2018–2019. This
edition’s theme focus is on bilingual
writing.
Included in this edition is a literature review on bilingual
writing, which offers readers a chance to gain an overall background in
the current research. This review provides context to more specific
pieces included as well. The two other aptly chosen articles focus on
areas of recent, ongoing interest: how the bilingual individual
leverages the entirety of the individual’s linguistic repertoire in
writing, and dilemmas that emerge in the use of 21st-century
technologies at the service of bilingual writing.
Corcoran (2017) refers to a “translingual turn in
composition/rhetoric studies” that he states “has touched upon nearly
all aspects of the field.” (p. 54). With this statement, he asserts that
translingual practices have been transforming the ways in which studies
of language and literacy are conceived and conducted, as well as
ushering in new pedagogical approaches to teaching and assessment in
literacy, biliteracy, and multiliteracy. A focus on the linguistic
repertoire is timely and important.
In addition, according to Worley (2011), scholars believe
students learn most effectively in technologically diverse 21st-century
settings for learning. Peters (2000), almost two decades ago,
anticipated the notion that learning would be, in the future, occurring
within such environments. Language learning is of course, no exception
to the possibilities for innovative, media-driven educational models and
tools. Scholars argue that 21st-century media can be powerful in aiding
both young and older students to develop and utilize their own voices
(Kim & Searle, 2017). Nevertheless, unanticipated conflicts also
arise. Readers will no doubt welcome a discussion of one such issue, as
explained in the newsletter article authored by Dr.Kasztalska on
machine translators and smartphones .
Yours truly,
Juliet M. Luther, PhD
Chair, B-MEIS, 2018–2019
References
Corcoran, L. (2017). “Languaging 101”: Translingual practices
for the translingual realities of the SEEK composition classroom. Journal of Basic Writing, 36(2), 54–77.
Kim, Y., & Searle, K. (2017). Empowering student voice
through interactive design and digital making. Computers in the
Schools, 34(3), 142–151.
Peters, O. (2000). Digital learning environments: New
possibilities and opportunities. International Review of
Research in Open and Distance Learning, 1(1).
Worley, K. (2011). Educating college students of the net
generation. Adult Learning, 22(3), 31–39. |
