Multilingual Literature in Writing Classes: Bringing out Students' Authentic Voices

Abstract

In this paper, I argue for using the texts written by multilingual writers in second language writing courses. Grounded in the ideas of translanguaging, this instructional approach supports students in using various linguistic resources for different purposes, thus allowing them both to develop positive multilingual and multicultural identities and experience a sense of belonging in the U.S. Moreover, the discussions around the texts were based on a flipped classroom model and were facilitated through an online literature discussion forum. Students' papers and responses in an end-of-semester survey were analyzed using content analysis. The article highlights students' reactions to this instructional practice and suggests possible explanations for some variation. Based on the students' responses, the article suggests a modification for using multilingual literature with this group of students. The paper ends with pedagogical implications for language teachers and researchers and features the instructional materials developed for this study.

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