(Re)imagining translingualism as a verb is and should be a crucial actionto be taken by all students

translingualism as a verb requiresconcrete actions from all English users, the so-called mainstream, monolin-gual, native speakers of English and the othered alike.

To reach its full potential as an emancipatory force, translingualism needs tobe detached from its passive noun form and be (re)imagined as an active verb

the potentials for translingualism to function as a verb—an active force withconcrete actions to tear down the English-only wall,

It is worth clarifying that the (re)imagination of translingualism as a verb thatI am proposing here is not a radical celebration to vandalize grammar; grammarinstruction still has its place in college composition classrooms. Instead, I arguethat grammar should never be taught as the golden rule of English articulation.Writing teachers need to “destabilize” English

Translingualism, which values linguistic diversity, is an important forcein challenging the zero point of English. Rather than regarding a multilingualbeing as multiple monolinguals in one, translingualism acknowledges the fluid-ity, dynamics, and richness of one’s linguistic repertoire

Of course, translingualism should not be regarded as a "replacement" to thediscipline of second language writing

Insisting on theseparateness of languages and discourse styles according to monolingual normsis not only theoretically uninformed and contradictory to everyday languagepractices, it is also a means of marginalizing linguistic minority students.

If a social justice agenda for writing assessment is about creating oppor-tunity structures and positive consequences for all students, then classroomgrading is an obvious place to focus our efforts.

he tourist mentality is perfectly acceptable for students in the classroom, especiallyif they have never encountered the phenomena they are learning about. Being fascinatedby language differences is also natural andappropriate for scholars and teachers whoclIC CllCUUlILCHIIg II1CI11 IUI LUC III51 IIIIIC.

ed. To successfully bringtranslingual practices into the classroom,writing teachers need to know a lot moreabout the use of multiple langu

Yet scholars andteachers eagerly seek ways to incorporatetranslingual writing into their work. An alternative explanation for the popularity oftranslingual writing is intellectual curiosity

). As a result, the adoption of thenew movement is often based not on vigorous and healthy intellectual debate but on thedesire to be on the "right" side—or the fear ofbeing on the wrong side. Thus, perspectivesthat are critical of translingual writing are effectively silenced

valorized

atus. My goal is not to rejecttranslingual writing as a viable intellectual movement or to criticize thosewho have engaged in scholarship in this

a preliminar