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Towards a Theory and Practice of Tra...

McCarty, Ryan.

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Towards a Theory and Practice of Translingual Transfer: A Study of 6 International Undergraduate Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Towards a Theory and Practice of Translingual Transfer: A Study of 6 International Undergraduate Students./
Author:	McCarty, Ryan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	202 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
Subject:	Educational administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28240205
ISBN:	9798684618390

Towards a Theory and Practice of Translingual Transfer: A Study of 6 International Undergraduate Students.
McCarty, Ryan.

Towards a Theory and Practice of Translingual Transfer: A Study of 6 International Undergraduate Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 202 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ph.D.)--University of Michigan, 2020.

This item must not be sold to any third party vendors.

This dissertation brings together research on writing transfer and translingual views of writing through a description of the experiences of six international transfer students during their first semester at an American research university. This work pays special attention to the wide range of knowledges and practices that such students bring to new writing situations, broadening the definition of what might constitute a prior text in discussions of transfer. Findings from this study illustrate the ways that students do not simply import writing practices from one context to another, unchanged, but recontextualize them to suit the needs of new audiences, situations, languages, and genres. Of particular importance is these students' recontextualization of the metalanguages they learn to associate with given contexts and kinds of writing. These metalanguages correspond to the language ideologies that pervade particular contexts and often structure the silos into which particular languages and practices are artificially bounded. Students' recontextualization and blending of such metalanguages illustrates a potential for more fluid ways of conceptualizing writing across a range of contexts. This potential is displayed in these students' negotiation of writing practices they bring to new situations from their math courses, and through their negotiation of institutional pressures that actively discourage effective transfer of knowledge and practices. Taken together, these findings suggest that a translingual approach offers new avenues to discussions of writing transfer, shifting from questions focused on whether or not students effectively draw on prior knowledges to questions focused on how better to identify and understand the inevitable interaction of the many knowledges and practices students encounter as they move across a wide range of contexts. This shift in focus further suggests potential changes for both researchers and teachers, who might come to better recognize and build upon the rich repertoires that students bring to classes by adopting a translingual approach to transfer.

ISBN: 9798684618390Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Writing transfer

Towards a Theory and Practice of Translingual Transfer: A Study of 6 International Undergraduate Students.
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520 $a This dissertation brings together research on writing transfer and translingual views of writing through a description of the experiences of six international transfer students during their first semester at an American research university. This work pays special attention to the wide range of knowledges and practices that such students bring to new writing situations, broadening the definition of what might constitute a prior text in discussions of transfer. Findings from this study illustrate the ways that students do not simply import writing practices from one context to another, unchanged, but recontextualize them to suit the needs of new audiences, situations, languages, and genres. Of particular importance is these students' recontextualization of the metalanguages they learn to associate with given contexts and kinds of writing. These metalanguages correspond to the language ideologies that pervade particular contexts and often structure the silos into which particular languages and practices are artificially bounded. Students' recontextualization and blending of such metalanguages illustrates a potential for more fluid ways of conceptualizing writing across a range of contexts. This potential is displayed in these students' negotiation of writing practices they bring to new situations from their math courses, and through their negotiation of institutional pressures that actively discourage effective transfer of knowledge and practices. Taken together, these findings suggest that a translingual approach offers new avenues to discussions of writing transfer, shifting from questions focused on whether or not students effectively draw on prior knowledges to questions focused on how better to identify and understand the inevitable interaction of the many knowledges and practices students encounter as they move across a wide range of contexts. This shift in focus further suggests potential changes for both researchers and teachers, who might come to better recognize and build upon the rich repertoires that students bring to classes by adopting a translingual approach to transfer.
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