Pushing forward a translingual orientation to writing--one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies-- this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications.
Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. ...argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms.
Beyond Convention considers a range of learning and teaching settings, including first-year undergraduate writing, undergraduate writing in the disciplines, and the advanced academic writing of graduate students and professionals. It is intended for those interested in the complexities of written communication, whether their interests are grounded in genre theory, academic discourse, discourse analysis, or writing instruction. With its attentiveness to context, discipline, and community, it offers a resource for those interested in English for Academic Purposes, English for Specific Purposes, and Writing in the Disciplines.
The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications.
A global anthology of fiction and poetry in vernacular English. Rotten English spans the globe to offer an overview of the best non-standard English writing of the past two centuries, with a focus on the most recent decades.
Addresses key issues for instructors working with multilingual writers in first-year composition. Framed with insightful introductory material, this sourcebook provides both theoretical context and practical resources for designing courses, negotiating differences among students, and responding to and assessing second-language writing.
This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading-writing connections. Moving from general themes to specific pedagogical concerns, it includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction.
Mallinson, C., & Hudley, A.H.C. (2018). Balancing the communication equation: An outreach and engagement model for using sociolinguistics to enhance culturally and linguistically sustaining K–12 STEM education. Language 94(3), e191-e215. doi:10.1353/lan.2018.0048.
Mallinson, C., & Charity Hudley, A. (2010). Communicating about Communication: Multidisciplinary Approaches to Educating Educators about Language Variation: Communicating about Communication to Educators. Language and Linguistics Compass, 4(4), 245–257. https://doi.org/10.1111/j.1749-818X.2010.00190.x
Bonilla-Silva, E. (2002). The Linguistics of Color Blind Racism: How to Talk Nasty about Blacks without Sounding “Racist.” Critical Sociology, 28(1-2), 41–64. https://doi.org/10.1177/08969205020280010501
Combining the innovative, cutting-edge approaches of race and ethnic studies with fine-grained linguistic analyses, authors cover a wide range of topics including the struggle over the very term "African American," the racialized language education debates within the increasing number of "majority-minority" immigrant communities in the U.S., the dangers of multicultural education in a Europe that is struggling to meet the needs of new migrants, and the sociopolitical and cultural meanings of linguistic styles used in Brazilian favelas, South African townships, Mexican and Puerto Rican barrios in Chicago, and Korean American "cram schools" in New York City, among other sites.
Linguists have been studying Black English as a speech variety for years, arguing to the public that it is different from Standard English, not a degradation of it. Yet false assumptions and controversies still swirl around what it means to speak and sound "black." In his first book devoted solely to the form, structure, and development of Black English, John McWhorter clearly explains its fundamentals and rich history while carefully examining the cultural, educational, and political issues that have undermined recognition of this transformative, empowering dialect.
Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts.
Compiled and edited by a team of academic experts in the field, this edited collection will be of interest to established and emerging researchers in Applied Linguistics globally. It will also be relevant to language professionals, practitioners, and policy makers.
This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The  chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions.