Orienting practices around translingual-ism and envisioning students’ language work as that of “language archi-tects” creates opportunities to uplift, value, and sustain students’ richlanguage practices, as well as ways to critically understand their academicwriting experiences.
Alvarez, Wan, and Lee advocate a translingual orientation that treats students as “language architects,” offering concrete strategies to bring full language resources into academic writing.
Angle most relevant to my theme: Pedagogy that legitimizes multilingual voice and challenges monolingual standards.