B-MEIS Newsletter - July 2019 (Plain Text Version)
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LEADERSHIP UPDATES LETTER FROM THE CHAIR Juliet Luther, Fordham University, New York, USA
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. |
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