This book names and confounds the mono-mainstream assumption that invisibly frames much research, the ideologies that normalize monolingualism, monoculturalism, monoliteracy, mononationalism, and/or monomodal ways of knowing. In its place, the authors propose multi- and trans- lenses of these phenomena steeped in a raciolinguistic perspective on Bourdieu's reflexive sociology to move toward a more accurate, multidimensional view of racialized peoples' literacy and language practices. To achieve this, they first engage in a comprehensive review of literacies, languaging, and a critical sociocultural framework. Then, the distinct testimonios of four women underscore this framework in practice, followed by action steps for research, policy, and pedagogy. This book will be of particular interest to literacy and language education researchers.
Reviews / Votes
"This book represents an original contribution that will help bridge the dichotomy between research and practice in two interrelated fields, literacy and applied linguistics. As one of the few of its kind, the book will be particularly relevant to emerging and new scholars." (Erica Saldivar Garcia, New York University, USA)
Edition
Language
Place of publication
Publishing group
Springer International Publishing
Target group
Professional and scholarly
Illustrations
8 s/w Abbildungen, 6 farbige Abbildungen
XVII, 272 p. 14 illus., 6 illus. in color.
Dimensions
Height: 210 mm
Width: 148 mm
Thickness: 16 mm
Weight
ISBN-13
978-3-030-56140-6 (9783030561406)
DOI
10.1007/978-3-030-56138-3
Schweitzer Classification
Alexandra (Ale) Babino
is Assistant Professor and Director of Bilingual/ESL Education at Texas A&M University - Commerce, USA. She explores how and why bilinguals become biliterate and bicultural from a systems' perspective in dual language and teacher preparation programs.
Mary Amanda (Mandy) Stewart
is Associate Professor of Literacy at Texas Woman's University, USA. Her research promotes the biliteracy of adolescent emergent bilinguals, focusing on translingual and critical pedagogies.
Chapter 1: Dismantling the Mono-Mainstream Assumption.- Chapter 2: A Review of Literacies.- Chapter 3: A Review of Languaging.- Chapter 4: A Critical Approach.- Chapter 5: Angélica: A Spanish-English Dual Language Graduate.- Chapter 6: Manijeh: A 2nd-generation Pakistani-American Teacher.- Chapter 7: Claudia: An Adult ESL Student (and Teacher) Newly Arrived from Mexico.- Chapter 8: Literacy Research that Challenges the Status Quo.- Chapter 9: Powerful Research to Practice.