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| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIR |
| Ching-Ching Lin, Touro College, New York, USA |
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| LETTER FROM THE EDITORS |
Matthew Nall, Miyagi University, Sendai, Japan
Kirti Kapur, National Council of Educational Research and Training (NCERT), New Delhi, India |
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| ARTICLES |
| CRITICAL LANGUAGE INQUIRY: TOWARD ANTIRACIST AND DECOLONIAL PEDAGOGIES |
Rachael Shapiro, Rowan University, Glassboro, New Jersey, USA
Missy Watson, City College of New York-CUNY, New York City, New York, USA |
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The authors argue for critical language inquiry as a pedagogical
strategy for countering harmful language ideologies, an approach they
situate as intentionally antimonolingual, antiracist, and decolonial. To
demonstrate pedagogical possibilities, they list examples of topics and
questions that will engage students in critical language investigations
and conversations. Read More |
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| THE VALUE OF MULTILINGUAL AND MULTICULTURAL COMPETENCIES IN SERVING IMMIGRANT AND REFUGEE COMMUNITIES |
Diana Meza, James Madison University, Harrisonburg, Virginia, USA |
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This article shares the value of bi/multilingual and bi/multicultural
competencies through the experience of a bilingual professor
volunteering in a nonprofit organization that serves immigrants and
refugees. Read More |
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| BEYOND MONOLINGUAL MYTHS TOWARD A MULTILINGUAL ENGLISH MEDIUM INSTRUCTION CLASSROOM |
Keith M. Graham, National Taiwan Normal University, Taipei, Taiwan
Zohreh R. Eslami, Texas A&M University, College Station, Texas, USA |
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English medium instruction (EMI) is often conceptualized as a
monolingual form of education around the world. However, Graham and
Eslami see this conceptualization as driven by native-speaker ideologies
that restrict EMI’s true potential. In this article, the authors
challenge the monolingual myths and encourage moving toward a
multilingual EMI classroom. Read More |
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| ADVOCATING FOR MULTILINGUAL STUDENTS IN A TIME OF CRISIS |
| Zhaozhe Wang, Purdue University, West Lafayette, Indiana, USA |
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The COVID-19 pandemic has posed grave challenges to international
multilingual students pursuing higher education degrees in the United States.
How do we, as multilingual writing teachers, advocate for our students in this
time of crisis? In this piece, I outline a few suggestions for us to consider. Read More |
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| HOW IMPORTANT ARE CROSS-LINGUISTIC SIMILARITIES AND DIFFERENCES IN BILINGUAL ACQUISITION? |
Farishta Mohammad, Graduate School of Education, Touro College, Manhattan |
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Does knowing one language really affect how we learn two languages
simultaneously? If so, how? Are there benefits or setbacks in knowing
one or more languages before we learn an additional language? Do
languages share similarities or differences and do these features help
us in bilingual acquisition anyway? In the following, I reexamine
crosslinguistic influence (CLI) by juxtaposing theoretical and personal
perspectives. Read More |
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| SHORTCOMINGS OF VALIDATING TRANSLANGUAGING WITHOUT PEDAGOGIC FOCUS IN BILINGUAL CLASSROOM |
Abu Saleh Md Rafi, PhD Candidate in Linguistics, James Cook University, Australia. |
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Can only dislodging the monolingual ideologies of English-medium
instruction (EMI) resolve the problems for emergent bilingual students?
Can validating translanguaging practices alone in EMI classrooms enable
students to meet the pedagogical goals? Rafi finds answers analyzing
translanguaging moments of an English literature classroom of a
Bangladeshi private university. Read More |
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| TRANSLANGUAGING AS A SOCIALLY JUST PEDAGOGY IN LITERACY PRACTICE |
Sungae Kim, Purdue University, West Lafayette, Indiana |
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This paper proposes incorporating hybrid language practice
(translanguaging thereafter) into English Learners’ (ELs) writing
process and suggests how such language practice can empower their
language performance and achieve social justice and equity through their
composition. Based on the translanguaging pedagogical principles, this
paper demonstrates what each stage of composing process can be expected
and how it can be developed for ELs’ writing practice. Read More |
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| HERITAGE LANGUAGE PARENT EMPOWERMENT IN THE TIME OF COVID |
| Martha Nyikos, Indiana University, Bloomington, IN, USA |
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What proactive steps can heritage language (HL) parents take in
the time of COVID to shore up, enhance or re-set the trajectory of
their children’s mastery of their HL? In this article, 10 practical
steps are given from (HL) family successes reported in an ongoing
research study. During this pandemic, at-home family time affords an
unprecedented opportunity for heritage language practice and
development. Read More |
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| MIXING TOGETHER LIKE A FRUIT SALAD: MAINTAINING IDENTITY IN A DIGITAL AND GLOCAL WORLD |
Victor Lozada, Texas Woman's University and Denton ISD, Denton, TX, USA |
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Explore technology, identity, and antiracist teaching through
this teacher reflection journal about making a fruit salad. The push to a
digital world created many affordances in our teaching that are
different from in-person teaching. Maintaining student identity and
advocating for an abolitionist or antiracist teaching should be on our
minds. Read More |
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| ABOUT THIS COMMUNITY |
| CALL FOR MANUSCRIPTS |
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Read More |
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