Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English

Saternus, Julie A
http://orcid.org/0000-0002-8293-6456
http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295

Abstract Details

2019, PHD, Kent State University, College of Arts and Sciences / Department of English.
Scholars writing in translingual studies view language boundaries as fluid, consider multilinguals to have options that include shuttling back and forth between languages in order to achieve their rhetorical goals, and argue that monolingual ideologies are harmful. Translingual studies is part of a movement away from structuralist conceptions of language, and within translingualism language is viewed as “flexible, unstable, dynamic, layered, and mobile” (Blommaert, 2016, p. 244). This dissertation focuses on the translingual literacy practices of multilingual members of the Japanese/English school community at this university. I analyze writing processes, speech, and media usage of members of this community (English L1/Japanese L2 and Japanese L1/English L2) through the lens of translingualism. I find that the ways the participants move across English and Japanese is a dynamic and negotiable process. This study aims to contribute to the movement in translingual studies that changes the focus from mixed-language products to mixed-language processes. The movement to process, I argue, takes into consideration the goals of many learners of a second language, which is to gain a strong, native-like command of dominant varieties of foreign languages. My dissertation demonstrates specific methods that writing studies researchers may use to document translingual literacy practices. In addition, this study discusses detailed ways in which the participants use both English and Japanese in their literacy practices through multiple case studies. I conclude with a turn that focuses on pedagogical applications of the translingual framework, which I argue benefits both monolingual and multilingual students in writing classrooms.
Derek Van Ittersum (Committee Chair)
Pamela Takayoshi (Committee Member)
Keith Lloyd (Committee Member)
Judy Wakabayashi (Committee Member)
252 p.
Composition; English As A Second Language; Literacy; Multilingual Education; Multimedia Communications
multilingual, translingual, writing, speaking, speech, code mesh, code switch, social, literacy, language learning, Japanese, English, screen recording, literacy studies, composition, second language acquisition, ecology, remediation

Recommended Citations

Citations

  • Saternus, J. A. (2019). Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295

    APA Style (7th edition)

  • Saternus, Julie. Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English. 2019. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295.

    MLA Style (8th edition)

  • Saternus, Julie. "Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English." Doctoral dissertation, Kent State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295

    Chicago Manual of Style (17th edition)

kent1563811516613295
470
© 2019, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.