Language, Culture, Identity and Citizenship in College Classrooms and Communities

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African American Working Class Men
Author_Juan C. Guerra
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Chinese Language Acquisition
citizenship
citizenship formation
classrooms
code-meshing
code-switching
College Writing Classroom
communities
Critical Cultural Awareness
Critical language awareness
cultural modalities of memory
Cultural Straddlers
culture
Difference Democrats
discourse analysis
Discursive Democracy
educational equity
El Cinco
El Uso Del
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eq_business-finance-law
eq_dictionaries-language-reference
eq_history
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
identity
identity formation
inclusive writing instruction
Juan C. Guerra
lamguage difference
language
Language Awareness
literacy practices
Los Vecinos
multilingual pedagogy
Nomadic Consciousness
Public Engagement
Puerto Rican Independentistas
SAE
sociolinguistic diversity
State Secretary
Sustaining Institutional Change
Tenure Track Faculty Member
Transcultural Repositioning
Translingual Approach
underserved student populations
WAC Program
Work Order
writing
Writing Center
Young Man

Product details

  • ISBN 9780415722773
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 20 Oct 2015
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students’ various communities of belonging, especially students who have been historically underserved.

This framework reflects an emerging perspective—writing across difference—that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.

Juan C. Guerra is a Professor of English and Chair of the Department of American Ethnic Studies at the University of Washington, Seattle, USA.

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