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A much-needed resource on plurilingual pedagogies, this book counters the common dominant English-only approach found in writing and composition classrooms by identifying practices and pedagogies that support multilingual students. Providing a window into a range of contexts and classrooms where students' full identities are honored, contributors offer research-grounded strategies and pedagogies that allow students to harness all of their language resources in order to build on their strengths and develop their writing abilities. The specific examples in this book, drawn from high school and college writing contexts, demonstrate the value of embracing linguistic diversity in writing programs.
Presenting a wide range of models and strategies from top scholars that center students' linguistic repertoires as strengths, the volume addresses classroom teaching, assessment, curriculum, school administration, and more, all from an asset-based orientation. This book is ideal for courses in composition and second-language writing pedagogy as well as for students, scholars, and educators in second language writing, language and literacy education, and composition studies.
Table des matières
1. Plurilingualism for U.S. Writing Classrooms Kay M. Losey & Gail Shuck
SECTION I: Classroom Teaching, Assessment Strategies, and Course Curricula
2. “Language and Social Justice”: A (Surprisingly) Plurilingual First-Year Seminar Shawna Shapiro
3. Inviting Multilingual Students to Use Their First Language (L1) in Peer Review Activities: A Plurilingual Approach Bee Chamcharatsri
4. A Transmodal Framework for Teaching Multimodal Composing Practices to Multilingual Students Lilian Mina
5. Engaging (the Politics of) Language Difference in the Writing Classroom: A Multipronged Translingual Approach Missy Watson
6. Units of Exchange: How Teachers Develop Assignments with Academic Currency for Plurilingual Identities Marino Ivo Lopes Fernandes, Alicia Clark-Barnes, & Christina Ortmeier-Hooper
SECTION II: Program and Institutional Landscapes
7. Positioning Bilingualism as an Asset in Rural High Schools Todd Ruecker
8. A Pivotal Praxis: Critical Conversations to Foster Plurilingual Awareness Katie Silvester
9. Developing Inclusive Teaching across Writing Programs through Asset-Focused Inquiry Emily Simnitt & Thomas Tasker
10. “Stealth” Faculty Development in Adopting Plurilingual Dispositions:
Collaboration on a Student Conference on Language Gail Shuck
11. Latinx Youths’ Plurilingual Abilities as Workplace Abilities and Program Change Kerry A. Enright & Alicia Garcia
12. Centering Students’ Language and Literacy Practices: How We Counter a Dominant English Paradigm in a Writing Program on the Mexico-U.S. Border Lauren Rosenberg & Kate Mangelsdorf
A propos de l'auteur
Kay M. Losey is Professor of Writing at Grand Valley State University, USA.
Gail Shuck is Professor of English at Boise State University, USA.
Résumé
This book counters the dominant English-only approach found in writing and composition classrooms by identifying practices and pedagogies that support multilingual students. The specific examples in this book, drawn from high school and college writing contexts, demonstrate the value of embracing linguistic diversity in writing programs.
