Change into Translingualism Makes Change in the World

When teaching standard norms of English academic writing, teachers need to use these norms to measure students' learning. Thus, monolingualism can creep over and impose the standard norms upon teachers and learners. Therefore, when teaching standard norms of academic writing, teachers also need to remind learners about their L1 roles, language attitudes, and the ideologies underlying the target language. That is, an English teacher is not just teaching English but also teaching language attitude and language strategies about when to choose how to communicate with whom. Only when learners are fully informed by standard norms, deviation forms as well as different consequences of using them, and are well prepared to know how to position themselves as a language user for particular communication purposes, can learners gain language agency.

Not only the classrooms need to be changed but also the mainstream community, especially journals for scholarly publications. If the mainstream doesn't change, all the classroom changes are lies and irresponsible practices because students who believe in translingualism will have hard time to get jobs or publish in journals. When both the classrooms and the core of mainstream can both change, the world's attitude toward monolingualism can be shaped.

I believe that a part of L2 writing research will not be affected by translingualism, which is the cognitive related research. However, most of the research relating to social turns will be influenced by translingualism in all aspects including teaching pedagogies, teaching/learning attitudes, assessments, language policies, and research approaches. 

My translingual writing curriculum design

	Essay 1 Literacy Autobiography	Essay 2 Reaction essay	Essay 3 Bilingual education in Taiwan
Teaching foci Instruction	Rhetorical strategies: sensory descriptions, descriptive details. Vivid wordings, similes, metaphors, sentence varieties, conversations, repetitions, episodic examples. Forms/organization Chronological organization showing important English learning landmarks.	Rhetorical strategies: Reporting verbs to show writer’s stance, transitions, tagging the author, learning what thesis statement and topic sentence are in order to summarize a reading. Paraphrasing strategies by changing key words and sentence structures, Forms/organization *Teaching the forms of thesis statement and topic sentence; *Teaching the CARS four moves of an introduction.	Rhetorical strategies:
Teaching materials	Reading materials: Canagarajah	Reading materials: Students are allowed to pick whatever reading they like to respond.	Yourube films: https://www.youtube.com/ watch?v=bdYKSc8s0DY https://www.youtube.com/ watch?v=H_FC5VrTm9w Online articles: https://flipedu.parenting.com.tw/ article/5171 https://tw.appledaily.com/new/ realtime/20181011/1445281/
In-class Activities	*Group discussion about the rhetorical strategies used by Canagarajah; *Rhetorical practices in voice; *Peer review *Displaying Good writings	*Group discussion about and practices in rhetorical strategies of writing thesis statements and topic sentences *peer review	Discussing five questions: 1. Can bilingual education enhance Taiwan's international competitiveness? 2. Would bilingual education marginalize indigenous languages? 3. What kind of bilingual programs can work in Taiwan? 4. Can bilingual education increase social stratification? 5. Would bilingual education affect Taiwanese students' language identity and attitude?
Thinking practice	Recalling one’s past memories and making retrospection and reflection upon their language learning experience	*Critical thinking on a reading article, a movie, or an issue. *The writer is required to choose his/her position and explain why.	*Critical thinking on the upcoming language policy in Taiwan. *Designing survey questions to investigate the issues that they are interested in. Students need to learn how to break down an issue into questions that are researchable. *Team writing demands interpersonal skills, metacognitive strategies, and pragmatic negotiations
Requirement	*At least 1000 words	*At least 2000 words *Adopting at least 3 references to support their arguments	*At least 3000 words *Adopting at least 3 references to support their arguments *Collaborative writing *Survey

Teaching translingual writing to EFL students- challenges

         When teaching translingual writing in EFL contexts for academic purposes, the first and most challenge is about teaching academic rules and conventions. Given that translingual writing foregrounds writers' agency engaging in meaning negotiation and resistance to unequal power imposed by dominant language. However, considering the politics of academic writing and publications, translingual writing with code-meshing should be rhetorically justified by taking academic conventions and readers' expectations into account (Canagarajah, 2013).
          Given that my students are novice EFL writers who have never learned English academic writing conventions, I have to teach writing rules, forms, conventions and therefore provide norms to scaffold their learning. Following Horner, Lu et al (2011), I provided explicit and descriptive instruction in English academic rules and conventions, and also compared and contrasted them with Chinese writing. I also inductively guided students to outline a reading sample in order to help students elicit the frame and form of academic writing. Drawing parallels to inductive instruction, I deductively highlighted the notions of topic sentence, thesis statement, and supporting points. Although I addressed differences between English and Chinese writings, which is suggested to be beneficial to development of critical awareness of translingual practices (Gevers, 2018), students' attention without doubt was on English writing norms and conventions. To a certain extent, monolingual pedagogy focusing on forms and rules is integrated into my translingual classroom. I am wondering, what is the line that I should not cross when conducting monolingual instruction in teaching translingual writing? How can I, on the one hand, asking students to practice their writing by following the rules, but, on the other hand, reminding them that it's just a convention of academic communities, and it should be critically negotiated.
          Not surprisingly, when receiving students' writing, I noticed that few of them paid attention to strategies of resistance to the dominant discourse. Instead, they took my idea of "negotiation" as an excuse for their low quality work that might be competed at the last minute, and I also noticed that what were followed are the conventions and rules.
          Following and learning rules and conventions are much easier than negotiating rules and conventions. And following and learning rules and conventions have long been taken as what good students do. They love learning conventions and rules because they can soon gain a sense of achievement as a writer who can write in English. If this is their learning context and expectation from the society, how can translingual approach fit in the context?
They don't have desire to negotiate meaning to argue against unequal power relations or speak to justify their peripheral identity. They believe that they are the "learners" who do not have equal language competence as the native speakers, and who need to learn English by being scaffolded by giving rules and standard models.

REFERENCES
Canagarajah, S. (2013). Translingual practice: Global englishes and cosmopolitan relations. New York: Routledge.
Horner, B., Lu, M. Z., Royster, J. J. & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321.