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The Role of Graduate Education in Building Writing Teachers’ Knowledge of Language
... Further analyses of scholastic regulations, hiring documents, tenure and promotion materials, transfer student advising materials, calls for applicants to a program, registration documents, and course descriptions all ought to clarify our linguistic epistemologies and values as we predict how they perform beyond our intentions. At the graduate level, scholars have critiqued how many students in my U.S. context do not receive substantial, critical training in linguistics or translation (Pawlowski & Tardy, 2023) or about linguistic histories beyond the United States and Canada (Milu, 2022;Navarro, 2023). These remain urgent issues in graduate education. ...
This article addresses key issues in WAC/WID regarding translation and biliteracy. Informed by translingual scholarship, genre studies, and history of the English language research, it first defines translation politically and historically, and as always involving negotiations of meaning-making across linguistic repertoires and genres. It then reviews WAC/WID biliteracy scholarship to consider how colonially inflected translation ideologies might be addressed to support more socially just biliteracy research and teaching initiatives in WAC/WID. To anchor this otherwise theoretical/methodological conversation, this article narrates and revisits a scene where an interdisciplinary faculty council from a United States university discusses mundane scholastic genres, with implications for linguistic diversity across that university's multi-campus system. The article concludes with place-based, localized strategies for revising mundane genres toward specifically anticolonial translation initiatives as part of a broader translingual activist project.
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