From the report:
Savaglio and Tran develop this session as a means of pushing the potential of code-meshing forward in terms of inclusion through digital means. Much of code-meshing scholarship, they correctly argue, has focused on dialect and language difference and how racial and ethnic identities are affected by the privileging of middle-class white mainstream English dialects in the classroom. Physical disabilities that require different codes—Braille and sign language, for example—are generally omitted from conversations of classroom practices that include code-meshing. Although their presentation primarily focuses on how digital spaces might provide affordances for written translanguaging in the classroom, they also argue that these same digital spaces may be excellent opportunities to encourage code-meshing for students with physical disabilities, as well, creating even wider inclusion through an inclusive composition practice.