Literacy as Translingual Practice: Between Communities and Classrooms A. Suresh Canagarajah (ed.) (2013) London and New York, Routledge. pp. 256 ISBN-13, 978-0415524674

Authors

  • Peter I. De Costa Michigan State University Author

DOI:

https://doi.org/10.1558/wap.v7i1.26245

Keywords:

Translingual Practices

Author Biography

  • Peter I. De Costa, Michigan State University

    Peter De Costa is an Assistant Professor in the Department of Linguistics and Languages at Michigan State University. He holds a Ph.D. in Second Language Acquisition (SLA) from the University of Wisconsin-Madison. Peter’s primary area of research is the role of identity and ideology in SLA, though he also conducts research on English as a lingua franca and critical classroom discourse analysis. Much of his current work focuses on conducting ethical applied linguistic research, scalar approaches to language learning, language learning and emotions, and corpus-based understandings of English for Academic Purposes (EAP) genre-related challenges encountered by international university students.

References

Brandt, D. (1998) Sponsors of literacy. College Composition and Communication 49: 165–185. http://dx.doi.org/10.2307/358929.

Lewis, G., Jones, B and Baker, C. (2012) Translanguaging: Developing its conceptualization and contextualization. Educational Research and Evaluation 18: 655–670. http://dx.doi.org/10.1080/13803611.2012.718490.

Lin, A. (2013) Classroom code-switching: Three decades of research. Applied Linguistics Review 4: 195–218. http://dx.doi.org/10.1515/applirev-2013-0009.

Matsuda, P. K. (2013) It’s the wild west out there: A new linguistic frontier in U. S. college composition. In A. S. Canagarajah (ed.) Literacy as Translingual Practice: Between Communities and Classrooms 128–138. London and New York: Routledge.

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Published

2015-06-13

Issue

Section

New Books

How to Cite

De Costa, P. I. (2015). Literacy as Translingual Practice: Between Communities and Classrooms A. Suresh Canagarajah (ed.) (2013) London and New York, Routledge. pp. 256 ISBN-13, 978-0415524674. Writing and Pedagogy, 7(1), 181-186. https://doi.org/10.1558/wap.v7i1.26245

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