Decolonizing Academic Writing Pedagogies for Multilingual Students

This article discusses how academic writing pedagogies for multilingual students can be transformed by the literacy traditions that these bring to North American classrooms. is an embodied and personal rendition, situated in author's South Asian literacies as illustrative of Global traditions, draws from his own empirical research teaching practices instructors TESOL. Informed developments decolonization, highlights principles embodiment relationality significant Indigenous Southern communities, contrasts them with texts being treated autonomous instrumental European tradition. It reviews different pedagogical models disciplinary field “L1 composition,” which also influence programs labeled “L2 demonstrate recent revisions accommodate social material influences are still influenced Eurocentric epistemological values logocentrism, cognitivism, individualism. After reporting study scientific illustrate its entextualization demonstrates distributed practice diverse networks, resources, semiotic repertoires across expansive space time, recommends ecological pedagogy learning apprenticeship practiced communities. (Translations abstract https://www.iris-database.org/details/rV5zj-95Z8L).