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Between Speaking and Silence
Why are students silent? Using written reflections and interviews, Mary M. Reda examines students' perceptions of speaking and being silent in a first-year composition classroom, and explores how their teachers, classroom relationships, and their own sense of identity shape their decisions to speak or be silent. By challenging many firmly held beliefs about those quiet students in the back of the classroom, Between Speaking and Silence offers the new vision that silence is not necessarily problematic.
Beyond Grammar
Beyond Grammar: Language, Power, and the Classroom asks readers to think about the power of words, the power of language attitudes, and the power of language policies as they play out in communities, in educational institutions, and in their own lives as individuals, teachers, and participants in the larger community. Each chapter provides extended discussion of a set of critical language issues that directly affect students in classrooms: the political nature of language, the power of words, hate language and bullying, gender and language, dialects, and language policies. Written for pre-service and practicing teachers, this text addresses how teachers can alert students to the realities of...
Changing Work, Changing Workers
This glimpse into factories, hospitals, other work settings, and work-related literacy programs, shows the massive changes in expectations for workers' "skills" in the twenty-first century, especially regarding language and literacy.
Beyond Yellow English
This volume examines issues of language, identity, and culture among the rapidly growing Asian Pacific American (APA) population. It cover topics such as media representations of APAs, codeswitching and language crossing, and narratives of ethnic identity.
Revision
Explores the wide range of scholarship on revision while bringing new light to bear on enduring questions in composition and rhetoric.
Enriching Esol Pedagogy
Provides a theoretical perspective and offers ways for making the teaching of English to speakers of other languages meaningful for both teachers and learners. Textbook for second-language methodology courses.
Mainstreaming Basic Writers
At a time when various political and administrative bodies are calling for the dissolution of basic writing instruction on four-year college campuses, the need for information concerning the options available to university decision makers has become more and more pressing. A wide range of professional judgments surrounding this situation exits. Mainstreaming Basic Writers: Politics and Pedagogies of Access presents a range of positions taken in response to these recent challenges and offers alternative configurations for writing instruction that attempt to do justice to both students' needs and administrative constraints. Chapter authors include, for the most part, professionals entrusted wi...
Cross-Language Relations in Composition
Cross-Language Relations in Composition brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States. Recognizing the growing linguistic diversity of students and faculty, the ongoing changes in the English language as a result of globalization, and the increasingly blurred categories of native, foreign, and second language English speakers, editors Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have compiled a groundbre...
Generation 1.5 in College Composition
'... A well-organized volume with a strong emphasis on pedagogy.' – Trudy Smoke, Hunter College/City University of New York, USA 'Generation 1.5 is the most interesting topic of concern in ESL today, yet publications are few and far between.... The editors clearly know what they’re doing.... They know the field, know the subject matter, and understand the problems.... This volume contributes to the thinking in the field.' – Linda Lonon Blanton, University of New Orleans, USA Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students’ schooling paths and language and ...
Telling Stories
In Telling Stories, more than a dozen longitudinal writing researchers look beyond conventional project findings to story their work and, in doing so, offer otherwise unavailable glimpses into the logics and logistics of long-range studies of writing. The result is a volume that centers interrelations among people, places, and politics across two decades of praxis and an array of educational sites: two-year colleges, a senior military college, an adult literacy center, a small liberal arts college, and both public and private four-year universities. Contributors share direct knowledge of longitudinal writing research, citing project data (e.g., interview transcripts, research notes, and jour...
