In Your Own Words: Embracing Code-Meshing in the Writing Center

As peer tutors, it’s not uncommon to see writers struggle to retain their unique voices and writing styles while trying to abide by academic expectations. My research inquiry focused on tutoring practices explored code-meshing, a term coined by Vershawn Ashanti Young and discussed in detail in his book Other People’s English. Code-meshing is the practice of blending multiple Englishes, dialects, or languages in a single piece of writing, allowing writers to reflect their full linguistic identities while still navigating academic contexts. This concept represents an important step toward linguistic justice in academia, as moving away from the rigid norms of “Standard English” pushes back against the systemically privileged construct of academic language. Writing centers can thus be positioned as spaces where students’ voices can be affirmed rather than restricted through ongoing discussions and encouragement of code-meshing.

You’re probably familiar with the idea of code-switching, or changing your language or dialect depending on specific contexts. In writing, this often forces students to split themselves or undervalue authentic parts of their identities, leading to what Keith Gilyard, a scholar of both English and African American Studies, describes as “enforced academic schizophrenia.” Code-meshing offers an alternative: instead of switching between voices, writers can blend them.

Tutors, who occupy a “liminal space” between students and instructors, can act as allies by helping writers make intentional choices about tone, audience, and rhetorical effect without requiring conformity (Shelton & Howson; Green). In one study from the University of Memphis Writing Center, a code-meshing workshop increased students’ confidence in their abilities: 70% of participants reported that after the workshop and discussion, they felt they could authentically code-mesh in academic contexts. Many also felt more expressive, comfortable, and engaged in their writing process (Brennah & Morris).

In practice, tutors can make code-meshing accessible through small but impactful actions. We can ask writers what tone they’re aiming for, look together at moments where their voices could come through more clearly, and discuss how different audiences might read those choices. Showing examples of academic code-meshing, such as Young’s own work, can help writers see that their personal linguistic practices have a place in academic writing. Even using our own unique dialects in sessions can create an atmosphere of authenticity and trust. Recontextualization strategies are also useful, helping writers consider how much code-meshing they think is fitting for a particular assignment or purpose, while still keeping their voice intact.

Ultimately, this research shows that in peer tutoring, it’s important to create a space for exploration and the embracing of individual dialects to promote authentic expression. By integrating code-meshing strategies into our appointments, tutors can support writers in meeting academic expectations without sacrificing their identity, encouraging both stylistic development and personal empowerment. Peer tutors can use these approaches to help writers see their languages and dialects as strengths rather than barriers, and to position writing centers as environments committed to linguistic justice.

References

Canagarajah, Suresh. “Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging.” The Modern Language Journal, vol. 95, no. 3, 2011, pp. 401–417, https://doi.org/10.1111/j.1540-4781.2011.01207.x.

Gilyard, Keith. Voices of the Self. Wayne State University Press, 1 July 1991.

Green, Neisha-Anne S. “THE RE-EDUCATION of NEISHA-ANNE S GREEN: A CLOSE LOOK at the DAMAGING EFFECTS of “a STANDARD APPROACH,” the BENEFITS of CODE-MESHING, and the ROLE ALLIES PLAY in THIS WORK.” Praxis, 2014, www.praxisuwc.com/green-141.

Hutchison, Brennah, and Angela Morris. “Mesh It, Y’all: Promoting Code-Meshing through Writing Center Workshops.” The Peer Review, 2020, thepeerreview-iwca.org/issues/issue-4-2/mesh-it-yall-promoting-code-meshing-through-writing-center-workshops/.

Shelton, Cecilia D., and Emily E. Howson. “DISRUPTING AUTHORITY: WRITING MENTORS and CODE-MESHING PEDAGOGY.” Praxis, 2025, www.praxisuwc.com/shelton-howson-121.

Vershawn Ashanti Young, et al. Other People’s English : Code-Meshing, Code-Switching, and African American Literacy. Anderson, South Carolina, Parlor Press, 2018.Young, Vershawn Ashanti. “Should Writers Use They Own English?” Iowa Journal of Cultural Studies, vol. 12, no. 1, 2010, pp. 110–118, https://doi.org/10.17077/2168-569x.1095.