Plurilingual Pedagogies for Multilingual Writing Classrooms

Engaging the Rich Communicative Repertoires of U.S. Students
Herausgegeben:Losey, Kay M.; Shuck, Gail

• Broschiertes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Routledge / Taylor & Francis
• Seitenzahl: 206
• Erscheinungstermin: 30. Dezember 2021
• Englisch
• Abmessung: 229mm x 152mm x 11mm
• Gewicht: 306g
• ISBN-13: 9781032186184
• ISBN-10: 1032186186
• Artikelnr.: 62573907

Autorenporträt

Kay M. Losey is Professor of Writing at Grand Valley State University, USA. Gail Shuck is Professor of English at Boise State University, USA.

Inhaltsangabe

1.Plurilingualism for U.S. Writing ClassroomsKay M. Losey & Gail ShuckSECTION I: Classroom Teaching, Assessment Strategies, and Course Curricula2. "Language and Social Justice": A (Surprisingly) Plurilingual First-Year SeminarShawna Shapiro3.Inviting Multilingual Students to Use Their First Language (L1) in Peer Review Activities: A Plurilingual ApproachBee Chamcharatsri4.A Transmodal Framework for Teaching Multimodal Composing Practices to Multilingual StudentsLilian Mina5.Engaging (the Politics of) Language Difference in the Writing Classroom: A Multipronged Translingual ApproachMissy Watson6.Units of Exchange: How Teachers Develop Assignments with Academic Currency for Plurilingual IdentitiesMarino Ivo Lopes Fernandes, Alicia Clark-Barnes, & Christina Ortmeier-HooperSECTION II: Program and Institutional Landscapes7.Positioning Bilingualism as an Asset in Rural High SchoolsTodd Ruecker8.A Pivotal Praxis: Critical Conversations to Foster Plurilingual AwarenessKatie Silvester9.Developing Inclusive Teaching across Writing Programs through Asset-Focused InquiryEmily Simnitt & Thomas Tasker10."Stealth" Faculty Development in Adopting Plurilingual Dispositions: Collaboration on a Student Conference on LanguageGail Shuck11.Latinx Youths' Plurilingual Abilities as Workplace Abilities and Program ChangeKerry A. Enright & Alicia Garcia12.Centering Students' Language and Literacy Practices: How We Counter a Dominant English Paradigm in a Writing Program on the Mexico-U.S. BorderLauren Rosenberg & Kate Mangelsdorf