Linguistic Justice on Campus

Pedagogy and Advocacy for Multilingual Students
Erscheinungsjahr 2021
ISBN: 978-1-78892-948-6
Verlag: Multilingual Matters

Buch, Englisch, 235 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 383 g

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.

Autoren/Hrsg.

Schreiber, Brooke R.

Lee, Eunjeong

Johnson, Jennifer T.

Fahim, Norah

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Gewalt und Diskriminierung: Soziale Aspekte

Inhaltsverzeichnis

Contributors

Chapter 1. Eunjeong Lee, Jennifer T. Johnson, and Brooke R. Schreiber: Introduction: Why Linguistic Justice, and Why Now?

Part 1: Translingual and Antidiscriminatory Pedagogy and Practices

Chapter 2. Shanti Bruce, Rebecca Lorimer Leonard and Deirdre Vinyard: Locating Linguistic Justice in Language Identity Surveys

Chapter 3. Zhaozhe Wang: Autoethnographic Performance of Difference as Antiracist Pedagogy

Chapter 4. Rachel Presley: Dis/Locating Linguistic Terrorism: Writing American Indian Languages Back into the Rhetoric Classroom

Chapter 5. Kaia L. Simon: Audience Awareness, Multilingual Realities: Child Language Brokers in the First Year Writing Classroom

Part 2: Advocacy in the Writing Center

Chapter 6. Sharada Krishnamurthy, Celeste Del Russo and Donna Mehalchick-Opal: Valuing Language Diversity through Translingual Reading Groups in the Writing Center

Chapter 7. Hidy Basta: Beyond Welcoming Acceptance: Re-envisioning Consultant Education and Writing Center Practices Toward Social Justice for Multilingual Writers

Chapter 8. Marilee Brooks-Gillies: Embracing Difficult Conversations: Making Antiracist and Decolonial Writing Center Programming Visible

Chapter 9. Emma Catherine Perry and Paula Rawlins: Social (Justice) Media: Advocating for Multilingual Writers in a Multimodal World

Part 3: Professional Development

Chapter 10. Alexandra Watkins and Lindsey Ives: Combatting Monolingualism through Rhetorical Listening: A Faculty Workshop

Chapter 11. Cristina Sánchez-Martín and Joyce R. Walker: Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical–Cultural Historical Activity Theory (PCHAT) and Translingualism

Chapter 12. Kendon Kurzer: Looking Beyond Grammar Deficiencies: Moving Faculty in Economics Toward a Difference-as-Resource Pedagogical Paradigm

Chapter 13. Shawna Shapiro: Afterword

Index

Über Autor(innen)

Johnson, Jennifer T.
Jennifer Johnson is a lecturer in the Program in Writing and Rhetoric at Stanford University, USA. Her research focuses on applied linguistics, language and identity, second language writing and multimodal communication.

Lee, Eunjeong
Eunjeong Lee, Ph.D., is Assistant Professor of Applied Linguistics and Rhetoric and Composition at University of Houston. Her research centers around language-minoritized writers’ language and literacy practices, politics of language, language ideologies, and equitable and just language and literacy education. Her work has appeared in Journal of Language, Identity, and Education, World Englishes, Journal of Multicultural Discourses, and Written Communication, and many other journals and edited collections.

Fahim, Norah
Norah Fahim is a Lecturer in the Program on 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.

Schreiber, Brooke R.
Brooke 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.

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.