Opinion: Language Difference in

Writing: Toward a Translingual

Approach
Kristie Garofola and Cassidy Hines

INTRODUCTION:

THIS ARTICLE WRITTEN BY BRUCE HORNER

ET. ALL EXPLAINS THE DIFFERENCES
BETWEEN THE TRADITIONAL AND
TRANSLINGUAL APPROACHES TO
LANGUAGE. THE AUTHORS PROMOTE A
TRANSLINGUAL APPROACH TO EDUCATION
DUE TO ITS DIVERSE OPPORTUNITIES FOR
LEARNERS.

Traditional approaches

assume a linguistically homogeneous situation in the fact that these approaches

assume that the standard american english used by all participants is the same.
Assume that heterogeneity in language impedes communication and meaning.
says that having different languages or versions of the language is bad
the long standing aim of traditional writing instruction has been to reduce
interference, excising what appears to show difference.
implies that traditional approaches seek to remove all differences and diversity
from language.

Translingual approach

seen as a way to produce meaning in writing and as a way to foster individuality.

Asks how a difference may play out in different contexts.
The possibility of writer error is reserved as an interpretation of last resort.
inverse of what the american school system has brought us up believing/ looking
for
daily oral language
grammar warm ups

students right to their own language

defended the use of minority languages in the classroom

opposed the view of languages other than english as subordinate or inferior
in turn, opposed the view of people who spoke other languages as inferior to english
speakers
Recognized the logicality of all varieties of english, the meanings to be gained by
speakers and writers in using particular varieties of english, and the right of speakers
and writers to produce such meaning (p. 304).

Questions of language practices

The translingual approach generally questions language practices

This approach thus calls for more not less conscious and critical attention to how
writers deploy diction, syntax, and style, as well as form, register, and media (p. 304).
endorses the idea that deviations from the standards in writing may not be errors, but
they may be creative expressions of oneself

Dominant political reality

STANDARD ENGLISH IS EMPHASIZED IN SCHOOLS THROUGH TEXTBOOKS AND MASS MEDIA

this gives advantage to those who have experience with standard english
What is termed as correct and proper english is determined who write textbooks and
those who are in power

"Substandard" or "Deviant"

TERMS GENERALLY USED TO REFER TO LANGUAGES AND THOSE WHO USE THE LANGUAGES THAT ARE
CONSIDERED TO BE MINORITIES IN THE UNITED STATES
A TRANSLINGUAL APPROACH TAKES THE VARIETY, FLUIDITY, INTERMINGLING, AND
CHANGEABILITY OF LANGUAGES AS STATISTICALLY DEMONSTRABLE NORMS AROUND THE GLOBE(P.
305).

Standardized Rules

Theres a common argument in education that everyone must learn the rules in order
to meet demands placed on them
the translingual approach advocates for the idea that these rules are fine and good, but
there are different rules in different contexts
research papers
journals
reflective papers
oral dialogue
electronic communication

Standard written english

defined as a universal set of notational and syntactic conventions (p. 306).

the way of writing and language that is expected in the academic world (meap,
act/sat, college board, mttc)
it ignored four things
differences between englishes in different countries and in different genres,
academic disciplines, work sites, life worlds, etc.
differences in notational and syntactic processes throughout history
calling it correct or acceptable only gives more power to those who are already in
power.
ordinary everyday language practices and the language of those who are learning
the language

Social Spheres of Language

different types of language are used in different situations

home language
street language
academic language
business language
written language
the context of the situation also affects the type of language used
e.g. an email to a friend is written differently than an email to a professor

"English Plus" Policy

aims to increase the fluency in all different types and varieties of language as possible
endorsed by cccc, ncte, and a multitude of other educational and civil rights
organizations
calls for working to achieve fluency across language differences in our reading and
writing, speaking, and listening, so we can become adept processes of conveying and
making meaning (p.307).

Translingual Fluency

translingual fluency in reading would be defined as openness to linguistic

differences and the ability to construct useful meanings from perceptions of them (p.
308).
essentially, the ability to see meaning in all forms of writing and language
whether it be the same or different from yours

English Only Policies

policies that operate as faux-linguistic covers for discrimination against

immigrants and minorities: in place of discrimination on the basis of presumed
national, ethnic, racial, or class identity, discrimination is leveled on the basis of
language use (p. 309).
even when there is not explicit discrimination there can still be implicit
discrimination based on factors such as use and ability of language

Monolingual Teachers

even though a teacher speaks only one language, they can use, teach, and accept
different forms of their primary language
academic english on papers
home language on journals
street language during small group work

Monolingual Students

multilingual in the varieties of english they use and in their ability to adapt english
to their needs and desires (p. 311).
blog posts
emails to teachers
talking to friends
academic assignments

TESOL and CCCC

TESOL: TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES

CCCC: CONFERENCE ON COLLEGE COMPOSITION AND COMMUNICATION
BOTH OF THESE PROMOTE THE USE OF MULTILINGUALISM IN AND OUT OF THE EDUCATIONAL REALM
CONFRONT THE REALITIES OF LANGUAGE DIFFERENCE IN WRITING IN WAYS THAT HONOR AND
BUILD ON, RATHER THAN ATTEMPT TO ERADICATE THOSE REALITIES OF DIFFERENCE IN THEIR WORK
WITH THEIR STUDENTS (P. 313).

CONCLUSION:
YOUR THOUGHTS?