Pedagogies of Digital Composing through a Translingual Approach

Abstract

Abstract This article provides pedagogical frameworks for teaching digital composing through a translingual orientation. Recognizing the need for concrete pedagogical ideas that integrate a translingual approach with digital composing, the authors offer two pedagogical models (a Cultural Historical Activity Theory (CHAT)-based model and a translingual remix model) to illustrate how instructors can navigate a wide range of institutional contexts to teach digital translingual pedagogies with linguistically and ethnically diverse students. The approaches to translingual practices and digital literacies presented in this article reflect the distinct orientations of four writing teacher-scholars enacting these pedagogies at different institutions. Using strategic contemplation ( Royster & Kirsch, 2012 ), the authors invite teachers in other contexts to explore dynamic pedagogical approaches and their possibilities for supporting students’ practices. Instead of calling for new theories of digital composing, the authors highlight the complex negotiation processes that writing instructors often need to negotiate in order to integrate pedagogical and theoretical principles that create inclusive writing spaces.