Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging

By Suresh Canagarajah. 2011

1,181 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/eb13d9a148b4d55c7eab7183aa8e44bcc861af9c

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Citations in the corpus

Clarifying translanguaging and deconstructing named languages: A perspective from linguistics (2015, background): “…to describe as well the many ways that those practices are leveraged for a variety of purposes, especially in education (Blackledge and Creese 2010; Canagarajah 2011a, 2011b; Creese and Blackledge 2010; García 2009; García and Wei 2014; García and Otheguy 2015; Hornberger and Link 2012; Lewis et…”
Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom (2015, background): “Though Canagarajah (2011) argues that codemeshing “accommodates the possibility of mixing communicative modes and diverse symbol systems other than language” (p. 403), scant research has detailed how composers extend these symbols to include the variety of modes made available through multimodal…”
The language of ciencia: translanguaging and learning in a bilingual science classroom (2018, background): “As Canagarajah (2011) notes in his work on one college student’s evolving literacy autobiography throughout a course and Martin-Beltrán (2014) describes in her study of collaborative writing and peer-revising among multilingual youth, providing students with the freedom and encouragement to…”
Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing (2020, background): “Related research has shown that translingual pedagogies are beneficial for learning all four language skills (Canagarajah, 2011; 2013; Garc ıa & Lin, 2017).”
Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices (2019, background): “As a critique of this linguistic purism, a number of similar neologisms were created to capture the complexity of multilingual reality in different contexts and social domains, such as codemeshing (Canagarajah 2011a), metrolingualism (Otsuji and Pennycook 2010), continua of biliteracy (Hornberger 20”
A Multilingual Perspective on Translanguaging (2017, neutral): “…heteroglossia (Bakhtin, 1975), polylanguaging and polylingual languaging (Jørgensen, 2008; Jørgensen, Karrebæk, Madsen, & Møller, 2011), metrolingualism (Otsuji & Pennycook, 2011), codemeshing (Canagarajah, 2011), translingual practice (Canagarajah, 2013), and multilanguaging (Nguyen, 2012).”
The use of the L1 in CLIL classes: The teachers’ perspective (2013, background): “It is worth pointing out, however, that multilingual scholars are sometimes prone to romanticize code-switching and translanguaging practices of teachers and students (Canagarajah, 2011) and, therefore, researchers’ analysis should be undertaken with caution.”
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, background): “Canagarajah (2011) defines translanguaging as “the ability of multilingual speakers to shuttle between languages, treating the diverse languages that form their repertoire as an integrated system” (p. 401).”
Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry (2017, neutral): “…Subhan, 2015); codemeshing in composition to establish an author’s voice or to convey complex ideas academically or in online social network forums (Canagarajah, 2011a, 2011b; Cenoz & Gorter, 2011; Makalela, 2014); and consulting texts (both printed and online) in multiple languages during…”
Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, methodology): “Along with others cited in Section 4.1 above (e.g., Garcı́a 2009; Blackledge & Creese 2010; Creese & Blackledge 2010; Canagarajah 2011a, 2011b), these authors promote building upon the dynamic languaging of multilingual students through translanguaging pedagogy.”
Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms (2015, background): “A body of research on translanguaging has increased exponentially in recent years, with more evidence of successful classroom practices reported worldwide (Canagarajah 2011; Creese and Blackledge 2010; Garc ıa 2011; Garc ıa and Wei 2014; Makalela 2013, Makalela 2014a).”