Additional information
by Brooke R. Schreiber (Editor), Eunjeong Lee (Editor), Jennifer T. Johnson (Editor)
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.
Author Biography
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.
