Overview

Full Product Details

Author:   Heather Robinson ,  Jonathan Hall ,  Nela Navarro
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9780367026387

ISBN 10:   0367026384
Pages:   234
Publication Date:   03 March 2020
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Making Translinguality and Transnationality Visible 2. Everyday Translingualism: We Meet Our Students 3. On Racial Privilege and Accent Hierarchies 4. Transing Language Identity 5. On Becoming and Beyond: My Liminal Identity 6. Language Affiliation and Identity Performance Among Transnational Students 7. Confessions of a (Recovering) Monolingual: Translingual Moments and Excursions in Language Ideology 8. Transing Pedagogy 9. Translanguaging, Performance and the Art of Negotiation 10. Translingual Economies of Literacy 11. Translinguality, Grammatical Literacy, and a Pedagogy of Naming 12. Building Community, Building Confidence: Transnational Translingual Emerging Scholars 13. Cultivating a Culture of Language Rights 14. Conclusion: Negotiated Identities

Reviews

This important volume extends the growing body of scholarship on translingualism and transnationalism by helping us think beyond the assumption that teachers are only ever experts of language and that students are only ever 'learners' of language. As Robinson, Hall, and Navarro demonstrate, we need to be mindful of the ways in which students are agents, and indeed experts, of languaging as well. Such a reminder is important for all researchers, teachers, and program administrators interested in supporting multilingual students. -Jerry Won Lee, Associate Professor, University of California, Irvine, USA

This important volume extends the growing body of scholarship on translingualism and transnationalism by helping us think beyond the assumption that teachers are only ever experts of language and that students are only ever 'learners' of language. As Hall, Robinson, and Navarro demonstrate, we need to be mindful of the ways in which students are agents, and indeed experts, of languaging as well. Such a reminder is important for all researchers, teachers, and program administrators interested in supporting multilingual students. -Jerry Won Lee, Associate Professor, University of California, Irvine, USA

Author Information

Heather Robinson is an associate professor of English at York College, CUNY, USA. Jonathan Hall is a professor of English at York College, CUNY, USA. Nela Navarro is the Director of the Graduate English Language Learners and International Teaching Assistants Program at Rutgers English Language Institute (RELI), and an assistant teaching professor and assistant director of the English Writing Program at Rutgers University, USA.

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