Abstract
This book chapter discusses how two international multilingual student writers (re)negotiate) their literacies within US first-year multilingual composition. First, I define multilingual literacies as rhizomatic and, further, consider this group of learners as academically mobile. Second, framed into the conceptions of New Literacy Studies (Barton et al. Situated literacies: Reading and writing in context. Routledge, London: 2000; Street, Language and Education 8(1and2): 9–7: 1994; Current Issues in Comparative Education 5(2):77–91: 2003), and Multiple Literacies Theory (Masny and Cole, Mapping multiple literacies: An introduction to Deleuzian Literacy Studies. Continuum, New York: 2012), this chapter illustrates how, based on semi-structured interviews and literacy autobiographies, their multilingual literacies constantly change and “becoming.” In conclusion, this book chapter calls faculty to approach such students’ learning through their literacy mapping within the ethnographic perspective in collaboration with other pedagogical orientations (anthropological and service learning that welcome unexpected and divergent becomings. In response to this edition call, the chapter delineates how to bridge the gap between MLT as elaboration on New Literacy Studies (NLS) and Second Language Acquisition (SLA), and on the other hand, international academic mobility and international composition studies.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
