This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions.
This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions.
This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions. The chapters are split across three thematic sections: translingual and anti-discriminatory pedagogy and practices; professional development and administrative work; and advocacy in the writing center. The book offers practice-based examples which aim to counter linguistic racism and promote language pluralism in and out of classrooms, including: teacher training, creating pedagogical spaces for multilingual students to negotiate language standards, and enacting anti-racist and translingual pedagogies across disciplines and in writing centers.
Arvustused
This landmark volume from a generation of scholars who have come of age during the historic move from monolingual assumptions in the field of composition to multilingual/translingual orientations offers a bridge to those committed to linguistic justice on their campuses. The pedagogically practical chapters provide sound, powerful rationales from scholar teachers who model transformative practices both pedagogically and methodologically. * Maria Jerskey, City University of New York/LaGCC, USA * A practical and research-driven handbook for writing teachers invested in redressing linguistic oppression, Linguistic Justice on Campus demonstrates the possibilities of multilingual writing pedagogies grounded in coalitional action. This collection rightfully centralizes linguistic justice as critical to all that we do in writing classrooms, centers, and programs. * Laura Gonzales, University of Florida, USA *
Muu info
Offers concrete examples of pedagogy that can advocate social justice for linguistically marginalized students
| Contributors |
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vii | |
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1 Introduction: Why Linguistic Justice, and Why Now? |
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1 | (18) |
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Part 1 Translingual and Antidiscriminatory Pedagogy and Practices |
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2 Locating Linguistic Justice in Language Identity Surveys |
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19 | (22) |
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3 Autoethnographic Performance of Difference as Antiracist Pedagogy |
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41 | (17) |
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4 Dis/Locating Linguistic Terrorism: Writing American Indian Languages Back into the Rhetoric Classroom |
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58 | (14) |
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5 Audience Awareness, Multilingual Realities: Child Language Brokers in the First Year Writing Classroom |
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72 | (17) |
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Part 2 Advocacy in the Writing Center |
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6 Valuing Language Diversity through Translingual Reading Groups in the Writing Center |
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89 | (16) |
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7 Beyond Welcoming Acceptance: Re-envisioning Consultant Education and Writing Center Practices Toward Social Justice for Multilingual Writers |
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105 | (17) |
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8 Embracing Difficult Conversations: Making Antiracist and Decolonial Writing Center Programming Visible |
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122 | (15) |
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9 Social (Justice) Media: Advocating for Multilingual Writers in a Multimodal World |
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137 | (24) |
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Part 3 Professional Development |
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10 Combatting Monolingualism through Rhetorical Listening: A Faculty Workshop |
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161 | (19) |
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11 Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical-Cultural Historical Activity Theory (PCHAT) and Translingualism |
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180 | (18) |
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12 Looking Beyond Grammar Deficiencies: Moving Faculty in Economics Toward a Difference-as-Resource Pedagogical Paradigm |
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198 | (16) |
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214 | (12) |
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| Index |
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226 | |
Brooke R. Schreiber is an Assistant Professor in the English Department of Baruch College, CUNY, USA. Her research focuses on second language writing, pedagogy and teacher training, as well as global Englishes and translingualism.
Eunjeong Lee is an Assistant Professor in the Department of English at University of Houston, USA. Her research concerns issues of inequities and inequalities in literacy education for multilingual students and politics of language.
Jennifer T. Johnson is a Lecturer in the Program in Writing and Rhetoric at Stanford University, USA. Her research focuses on applied linguistics, pedagogy, multimodal communication and the intersection of language and identities.
Norah Fahim is a Lecturer in the Program in Writing and Rhetoric and is Associate Director at the Hume Center for Writing and Speaking at Stanford University, USA. Her research areas include narrative inquiry, writing program administration and second language writing.
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