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Author: Heather Robinson
Publisher: Routledge
ISBN: 1000034836
Category : Education
Languages : en
Pages : 218
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Book Description
Exploring the roles of students’ pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students’ perspectives, voices, and agency as integral to the subject. Providing an original reconsideration of the impact of translanguaging, this book examines both transnationality and translinguality as ubiquitous phenomena that affect students’ lives. Demonstrating that students are the experts of their own language practices, experiences, and identities, the authors argue that a proactive translingual pedagogy is more than an openness to students’ spontaneous language variations. Rather, this proactive approach requires students and instructors to think about students’ holistic communicative repertoire, and how it relates to their writing. Robinson, Hall, and Navarro address students’ complex negotiations and performative responses to the linguistic identities imposed upon them because of their skin color, educational background, perceived geographical origin, immigration status, and the many other cues used to "minoritize" them. Drawing on multiple disciplinary discourses of language and identity, and considering the translingual practices and transnational experiences of both U.S. resident and international students, this volume provides a nuanced analysis of students’ own perspectives and self-examinations of their complex identities. By introducing and addressing the voices and self-reflections of undergraduate and graduate students, the authors shine a light on translingual and transnational identities and positionalities in order to promote and implement inclusive and effective pedagogies. This book offers a unique yet essential perspective on translinguality and transnationality, and is relevant to instructors in writing and language classrooms; to administrators of writing programs and international student support programs; and to graduate students and scholars in language education, second language writing, applied linguistics, and literacy studies.
Author: Heather Robinson
Publisher: Routledge
ISBN: 1000034836
Category : Education
Languages : en
Pages : 218
Get Book Here
Book Description
Exploring the roles of students’ pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students’ perspectives, voices, and agency as integral to the subject. Providing an original reconsideration of the impact of translanguaging, this book examines both transnationality and translinguality as ubiquitous phenomena that affect students’ lives. Demonstrating that students are the experts of their own language practices, experiences, and identities, the authors argue that a proactive translingual pedagogy is more than an openness to students’ spontaneous language variations. Rather, this proactive approach requires students and instructors to think about students’ holistic communicative repertoire, and how it relates to their writing. Robinson, Hall, and Navarro address students’ complex negotiations and performative responses to the linguistic identities imposed upon them because of their skin color, educational background, perceived geographical origin, immigration status, and the many other cues used to "minoritize" them. Drawing on multiple disciplinary discourses of language and identity, and considering the translingual practices and transnational experiences of both U.S. resident and international students, this volume provides a nuanced analysis of students’ own perspectives and self-examinations of their complex identities. By introducing and addressing the voices and self-reflections of undergraduate and graduate students, the authors shine a light on translingual and transnational identities and positionalities in order to promote and implement inclusive and effective pedagogies. This book offers a unique yet essential perspective on translinguality and transnationality, and is relevant to instructors in writing and language classrooms; to administrators of writing programs and international student support programs; and to graduate students and scholars in language education, second language writing, applied linguistics, and literacy studies.
Author: Rashi Jain
Publisher: Multilingual Matters
ISBN: 1788927540
Category : Language Arts & Disciplines
Languages : en
Pages : 347
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Book Description
The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new ‘liminal’ spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western ‘peripheries’, but also peripheries created within the ‘center’ when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces.
Author: Rashi Jain
Publisher: Channel View Publications
ISBN: 1788927494
Category : Language Arts & Disciplines
Languages : en
Pages : 339
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Book Description
This edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.
Author: Santosh Khadka
Publisher: University Press of Colorado
ISBN: 1646424182
Category : Language Arts & Disciplines
Languages : en
Pages : 289
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Book Description
Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. Professionalizing Multimodal Composition embraces and enacts multimodal composition in various writing courses and programs by exploring institutional, programmatic, and individual faculty initiatives for capacity building and human resource development across institutions. Academic leaders, scholars, and faculty who have successfully designed and launched academic programs or faculty development initiatives discuss the theoretical and logistical questions considered in their design, the outcomes they achieved, and how others can emulate them. This exchange of knowledge, insight, experiences, and lessons learned among community members is critical for enabling or inspiring other programs, departments, and institutions to conceive, design, and launch academic programs or faculty development initiatives for their own faculty. The larger goal of professionalizing is to work with teaching faculty to increase their interactional expertise with multimodal composition, and this collection offers a set of models for how faculty can do that at their own institutions and in their own programs.
Author: Kristin N. Rainville
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 512
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Book Description
This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives focused on diversity, equity, and belonging in higher education. Contributing authors provide a framework for faculty learning communities and how these communities can offer faculty a place and space to explore antiracist and social justice-oriented teaching. show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the past and future of faculty learning communities focused on diversity and equity.
Author: Kim Hensley Owens
Publisher: University Press of Colorado
ISBN: 1646424875
Category : Language Arts & Disciplines
Languages : en
Pages : 264
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Book Description
In Beyond Productivity, a wide range of contributors share honest narratives of the sometimes-impossible conditions that scholars face when completing writing projects. The essays provide backstage views of the authors' varying approaches to moving forward when the desire to produce wanes, when deciding a project is not working, when working within and around and redefining academic productivity expectations, and when writing with ever-changing bodies that do not always function as expected. This collection positions scholarly writers' ways of writing as a form of flexible, evolving knowledge. By exhibiting what is lost and gained through successive rounds of transformation and adaptation over time, the contributors offer a sustainable understanding and practice of process—one that looks beyond productivity as the primary measure of success. Each presents a fluid understanding of the writing process, illustrating its deeply personal nature and revealing how fragmented and disjointed methods and experiences can highlight what is precious about writing. Beyond Productivity determines anew the use and value of scholarly writing and the processes that produce it, both within and beyond the context of the losses, constraints, and adaptations associated with the COVID-19 pandemic.
Author: Heather Robinson
Publisher: Taylor & Francis
ISBN: 1000913910
Category : Language Arts & Disciplines
Languages : en
Pages : 161
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Book Description
This book explores language maintenance and development in the linguistic lives of second-, third-, and fourth-generation immigrants as they navigate migration and diaspora, highlighting the role of women in acting as custodians and gate-keepers of family languages towards creating a sense of home. The volume features an interdisciplinary approach, drawing on work from narrative, storytelling, literary studies, and linguistic anthropology, as well as interviews with multiple generations of immigrant families, to reflect on the ways these families foster a sense of home and maintain connections to their homelands through language. Robinson showcases the voices of a diverse range of families to examine the choices women in immigrant families make between the use of family languages, dominant community languages, or a mix of the two. The volume enhances our understanding of the ways in which immigrants navigate the linguistic landscapes of home and community amid migration and diaspora. This book will be of interest to students and scholars in linguistic anthropology, sociolinguistics, language and gender, and language and migration.
Author: Evangelia Adamou
Publisher: Taylor & Francis
ISBN: 1000903249
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
Understanding Language Contact offers an accessible and empirically grounded introduction to contact linguistics. Rather than taking a traditional focus on the outcomes of language contact, this book takes the novel approach of considering these outcomes as an endpoint of bilingualism and multilingualism. Covering speech production and comprehension, language diffusion across different interactional networks and timeframes, and the historical outcomes of contact-induced language change, this book: Discusses both how these areas relate to one another and how they correspond to different theoretical fields and methodologies; Draws together concepts and methodological/theoretical advances from the related fields of bilingualism and sociolinguistics to show how these can shed new light on the traditional field of contact linguistics; Presents up-to-date research in a digestible form; Includes examples from a wide range of contact languages, including Creoles and pidgins; Indigenous, minority, and heritage languages; mixed languages; and immigrants' linguistic practices, to illustrate ideas and concepts; Features exercises to test students’ understanding as well as suggestions for further reading to expand knowledge in specific areas. Written by three experienced teachers and researchers in this area, Understanding Language Contact is key reading for advanced undergraduate and postgraduate students approaching bilingualism and language contact for the first time.
Author: Holly Hassel
Publisher: University Press of Colorado
ISBN: 1646421426
Category : Language Arts & Disciplines
Languages : en
Pages : 283
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Book Description
As teaching practices adapt to changing technologies, budgetary constraints, new student populations, and changing employment practices, writing programs remain full of people dedicated to helping students improve their writing. This edited volume offers strategies for implementing large- and small-scale changes in writing programs by focusing on transformations—the institutional, programmatic, curricular, and labor practices that work together to shape our teaching and learning experiences of writing and rhetoric in higher education. The collection includes chapters from multiple award-winning writing programs, including the recipients of the Two-Year College Association’s Outstanding Programs in English Award and the Conference on College Composition and Communication’s Writing Program Certificate of Excellence. These authors offer perspectives that demonstrate the deep work of transformation in writing programs and practices writ large, confirm the ways in which writing programs are connected to and situated within larger institutional and disciplinary contexts, and outline successful methods for navigating these contexts in order to transform the work. In using the prism of transformation as the organizing principle for the collection, Transformations offers a range of strategies for adapting writing programs so that they meet the needs of students and teachers in service of creating equitable, ethical literacy instruction in a range of postsecondary contexts. Contributors: Leah Anderst, Cynthia Baer, Ruth Benander, Mwangi Alex Chege, Jaclyn Fiscus-Cannaday, Joanne Giordano, Rachel Hall Buck, Sarah Henderson Lee, Allison Hutchinson, Lynee Lewis Gaillet, Jennifer Maloy, Neil Meyer, Susan Miller-Cochran, Ruth Osorio, Lori Ostergaard, Shyam Pandey, Cassie Phillips, Brenda Refaei, Heather Robinson, Shelley Rodrigo, Julia Romberger, Tiffany Rousculp, Megan Schoen, Paulette Stevenson
Author: Nancy Bou Ayash
Publisher: Utah State University Press
ISBN: 1607329034
Category : Language Arts & Disciplines
Languages : en
Pages : 255
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Book Description
Toward Translingual Realities in Composition is a multiyear critical ethnographic study of first-year writing programs in Lebanon and Washington State—a country where English is not the sole language of instruction and a state in which English is entirely dominant—to examine the multiple and often contradictory natures, forces, and manifestations of language ideologies. The book is a practical, useful way of seriously engaging with alternative ways of thinking, doing, and learning academic English literacies. Translingualism work has concentrated on critiquing monolingual and multilingual notions of language, but it is only beginning to examine translingual enactments in writing programs and classrooms. Focusing on language representations and practices at both the macro and micro levels, author Nancy Bou Ayash places the study and teaching of university-level writing in the context of the globalization and pluralization of English(es) and other languages. Individual chapters feature various studies that Bou Ayash brings together to address how students act as agents in marshaling their language practices and resources and shows a deliberate translingual intervention that complicates and enriches students’ assumptions about language and writing. Her findings about writing programs, instructors, and students are detailed, multidimensional, and complex. A substantial contribution to growing translingual scholarship in the field of composition studies, Toward Translingual Realities in Composition offers insights into how writing teacher-scholars and writing program administrators can more productively intervene in local postmonolingual tensions and contradictions at the level of language representations and practices through actively and persistently reworking the design and enactment of their curricula, pedagogies, assessments, teacher training programs, and campus-wide partnerships.
