Toward Translingual Revisions: Insights from Graduate Teacher Training for Post-Secondary Writing Instruction for Multilingual Students

This article forwards a labor-based, critical linguistic framework for writing pedagogy that responds to calls for anticapitalist inquiry. "Translingual labor" indexes how students contribute to language maintenance and revision, and how these contributions are unevenly valued within and beyond classrooms. The authors introduce "translingual revisions" as a prerequisite praxis for empirical inquiry, defining itself as translingual. Translingual revisions invite instructors to move away from identifying particular artifacts as inherently "translingual" and toward critical reflection on how their praxis supports concrete labor in meaning-making. To operationalize this concept, they present a pedagogical strategy making visible economic conditions and power dynamics through assessment/curricular changes that honor students' concrete labor alongside their learning goals. The authors explain methodologies for implementing translingual revisions for graduate students and teacher-trainers, offer critical reflections including challenges and strategies, and conclude by examining the framework's affordances and limitations in local and transnational contexts.