Linguistic justice on campus : pedagogy and advocacy for multilingual students
Author(s)
Bibliographic Information
Linguistic justice on campus : pedagogy and advocacy for multilingual students
(New perspectives on language and education, 96)
Multilingual Matters, c2022
- : pbk
Available at 5 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Other editors: Eunjeong Lee, Jennifer T. Johnson and Norah Fahim
Includes bibliographical references and index
Description and Table of Contents
Description
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.
Table of Contents
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 Sanchez-Martin 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
by "Nielsen BookData"