Browsing by Author "Prada, Josh"

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    Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final
    (MDPI, 2022) Prada, Josh; World Languages and Cultures, School of Liberal Arts
    Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., digital collages) as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university. Each digital collage was accompanied by two written documents: one describing the processes leading to its creation, and another one explaining the meaning of the collage and its components. Qualitative content analysis was used to investigate the submissions, with particular attention paid to instances of identity, experience, and self-representation through complex orchestrations of flexible multilingual and multimodal meaning- and sense-making. The proyecto final is discussed in terms of the curricular innovation for courses designed for racialized language-minoritized multilingual students, describing the nature and affordances of translanguaging in this context, and advancing an approach to digital composing as showing–telling.
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    Introduction to the special issue: On the transgressive nature of translanguaging pedagogies
    (E-JournALL, 2018) Prada, Josh; Nikula, Tarja; Department of World Languages And Cultures, School of Liberal Arts
    As translanguaging gains traction in language education, its political and ideological implications are becoming central considerations to researchers and practitioners. In this introductory article to the special issue, “Translingual and Multilingual Pedagogies” for the EuroAmerican Journal of Applied Linguistics and Languages, we provide a conceptual point of departure on the notion of translanguaging by revisiting Li Wei’s (2011) threefold description of its prefix trans- (i.e., transcending, transformative, transdisciplinary), which we expand by adding a new definitional element, transgressive, to reflect our understanding of translanguaging as politically charged and disruptive by virtue. We then move on to provide an overview of the articles and book reviews included in this special issue.
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    The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education
    (E-JournALL, 2018-12-30) Prada, Josh; Turnbull, Blake; Department of World Languages And Cultures, School of Liberal Arts
    EN The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings in traditional foreign and second language classroom practice. These changes promote the normalization of processes and practices characteristic of bi/multilingual speakers. This, in turn, has stimulated new ways of teaching and learning in the classroom. The goal of this article is twofold: first to chart the central developments that have led to the emergence of the multilingual turn thus far, and second to provide an account of how classroom translanguaging is fundamental to present and future developments. We present the conceptual framework undergirding the multilingual turn, before providing an overview of traditional tenets of foreign and second language education. We then examine translanguaging and its implications for language education, and end with a presentation of strategies that may facilitate the implementation of the multilingual turn in the additional language classroom.