3/1 Annotation

Multimodality, Translingualism, and Rhetorical Genre Studies

Using L1 and L2 students at two large public state universities, this article examines connections between language and perspective in writing. L2 students are forced to think in multilayer ways because they cannot rely only on English. 8 different first languages: English, Chinese, Arabic, Spanish, Portuguese, Thai, Italian, and Hind.

I remember having the similar experience as Nathalia’s.

Translanguaging: adopting interpretative strategies to combine words and visuals.

Students who have a history of broad linguistic transitions may be especially adept at generating cues across languages and modes based on their extensive experiences code-switching in order to adapt to the whole new system of writing in English-dominant American classrooms. I find this true because personally, I never got satisfied using English the same way as use Chinese.

“In Thailand we write in a different way. Like things aren’t in order like intro and body conclusion so that’s hard for me. I worry about getting that right when I write normal papers.” I have the same concern with this student.

In class writing

Threshold concept 2.2

Genre are culturally specific. Since genres are habitual responses to recurring socially bounded situations, the fact that different culture produces different social situation makes genre culturally specific. Even the most common genre, romance for example, would have different meanings for readers in different culture.