Linguistic Justice on Campus
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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.
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.
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