ABSTRACT
This chapter discusses how literature courses with a broad regional focus can function as translingual courses that support language learners and heritage speakers while introducing newcomers to the politics and poetics of one or more additional languages. Through presentation and discussion of a 300-level African literature course, the chapter explains how to select readings and design assignments for readers of two different primary languages—in this case, French and English—to maximize student learning and engagement. Moreover, this chapter addresses the added benefits of providing dual language options and working across languages to cultivate a dynamic undergraduate classroom environment that engages with the objectives of multiliteracies pedagogies. Sample activities in the chapter demonstrate how to incorporate low-stakes language-learning activities in multiple languages including French, Baoulé, Akan, and Yoruba as a way to promote translingual learning throughout the semester. Particular emphasis is placed on exploring themes pertaining to national language policies versus local language practices; the personalization and politicization of linguistic localization strategies; the business and ethics of translation and publication; and place-based approaches to language, positionalities, relationalities, and identities.
