A Move from Monolingualism, Multilingualism to Translingualism Ha!

If we were ever wondering how to implement some of the concepts we have read in regards World English in a multilingual classroom, the articles this week by Horner et al, Tardy, and Luna et al have to a very large extent solve that problem for me. Tardy really engages the issue from multiple dimensions - that is, from the point of view of national and institutional policies, teacher ideology and classroom practice. Luna and Canagarajah, in fact, offer practical six steps pedagogical approaches in effecting code meshing or code switching in our multilingual classrooms such as multilingual text selection, activation of knowledge from inside and outside the text, valuing multilingual code meshing, modeling oral code meshing, modeling written code meshing, and strategic scaffolding of text negotiation. In recognition of the fact that some teachers are not as multilingual to make this possible, they suggest that inter-departmental cooperation can be sought to help out. It doesn't always have to be with teachers from the English department. I find Horner et al's concept of translingualism also very interesting. their argument that monolingualism rejects differences, and multilingualism  recognizes cultural differences but hierarchizes them is very convincing. I am not just quite sure how translingualism solves all of that. All in all, the readings for this week were very interesting.