Putting languages at the centre: developing the Language Across the Curriculum (LAC) faculty seminar at LaGuardia Community College, Queens, New York

References

• Adams, P. r., Gearhart, S., Miller, R., & Roberts, A. (2009). The accelerated learning program: Throwing Open the gates. Journal of Basic Writing, 28(2). https://doi.org/10.37514/JBW-J.2009.28.2.04
   Google Scholar
• Baker-Bell, A. (2020). Linguistic justice: Black, language, literacy, identity, and pedagogy. Routledge & National Council of Teachers of English.
   Google Scholar
• Bettencourt, M. (2011). Languages across the curriculum: A response to internationalization in foreign language education. Multicultural Education, 19(1), 55–58.
   Google Scholar
• Bordieu, P. (1991). Language and symbolic power. Polity Press.
   Google Scholar
• Brown, T. (2019). Let the people Rap”: cultural rhetorics pedagogy and practices under CUNY’s Open Admissions, 1968–1978. Journal of Basic Writing, 38(2), 106–143. https://doi.org/10.37514/JBW-J.2019.38.2.05
   Google Scholar
• Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), iii. https://doi.org/10.1111/j.1540-4781.2011.01207.x
   Web of Science ®Google Scholar
• CCCC Statement on Second Language Writing and Writers. (2001). National Council of Teachers of English. http://www2.ncte.org/statement/secondlangwriting/
   Google Scholar
• CCCC Statement on Second Language Writing and Writers. (2009). National Council of Teachers of English. http://www2.ncte.org/statement/secondlangwriting/
   Google Scholar
• CCCC Statement on Second Language Writing and Writers. (2014). National Council of Teachers of English. http://www2.ncte.org/statement/secondlangwriting/
   Google Scholar
• Celic, C., & Seltzer, K. (2013). Translanguaging: A CUNY-NYSIEB Guide for educators. The Graduate Center, The City University of New York: CUNY-NYSIEB. https://www.cuny-nysieb.org/wp-content/uploads/2016/04/Translanguaging-Guide-March-2013.pdf
   Google Scholar
• Cross, R. (2016). Language and content ‘integration’: The affordances of additional languages as a tool within a single curriculum space. Journal of Curriculum Studies, 48(3), 388–408. http://doi.org/10.1080/00220272.2015.1125528
   Web of Science ®Google Scholar
• Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70–89). Cambridge University Press.
   Google Scholar
• Delpit, L D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 3(3), 280–298.
   Google Scholar
• Endo, H., & Reece-Miller, P. C. (2010). Chapter 6: Monolingual ideology in the US: History, hegemony, and linguistic privilege. Counterpoints, 355, Examining Social Theory: Crossing Borders/Reflecting Back. 83–98. http://www.jstor.org/stable/42980570.
   Google Scholar
• Fillion, B. (1979). Language across the curriculum: Examining the place of language in our schools. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 14(0011), 47–60. https://mje.mcgill.ca/article/view/7253
   Google Scholar
• García, O. (2009). Bilingual Education in the 21st century: A Global perspective. Wiley-Blackwell.
   Google Scholar
• García, O., & Kleifgen, J. (2018). Educating emergent bilinguals: Policies, programs and practices for English learners (2nd ed.). Teachers College Press.
   Google Scholar
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Houndmills. Palgrave Macmillan.
   Google Scholar
• Garrison-Fletcher, L., & Choudhury, R. (2017). Bengali-speaking multilingual Writers in Transition into Community College in NYC. In T. Ruecker, & C. Ortmeier-Hooper (Eds.), Transitions and disruptions: Resident multilingual students writing in high schools, vocational schools, and Colleges (pp. 143–156). Routledge.
   Google Scholar
• Hall, J. (2009). WAC/WID in the next America: Redefining professional Identity in the Age of the multilingual majority. The WAC Journal, 20(1). https://doi.org/10.37514/WAC-J.2009.20.1.03
   Google Scholar
• Hall, J. K. (2019). Essentials of SLA for L2 teachers (pp. 152–170). Routledge
   Google Scholar
• Hesson, S., Seltzer, K., & Woodley, H. H. (2014). Translanguaging in curriculum and instruction: A CUNY-NYSIEB Guide for educators. The Graduate Center, The City University of New York: CUNY-NYSIEB. https://www.cuny-nysieb.org/wp-content/uploads/2016/05/Translanguaging-Guide-Curr-I nst-Final-December-2014.pdf
   Google Scholar
• Horner, B., Lu, M., & Matsuda, P. (Eds.). (2010). Cross-Language relations in composition. Southern Illinois UP.
   Google Scholar
• Inoue, A. B. (2019, December). How do we language so people stop killing each other, or what do we do about White language supremacy? College composition and communication. Urbana, 71(2), 352–369. https://www.proquest.com/docview/2350468897
   Google Scholar
• Jerskey, M. (2013). Literacy brokers in the contact zone, year 1: The crowded safe house. In S Canagaraja (Ed.), Literacy as translingual practice: Between communities and classrooms (pp. 197–206). Routledge.
   Google Scholar
• Laden, V. B. (2021). “Hispanic Serving Colleges and Universities.” Education Encyclopedia. StateUniversity.com, https://education.stateuniversity.com/pages/2045/Hispanic-Serving-Colleges-Universities.html
   Google Scholar
• LaGuardia Community College. (2021). Mission Statement. In LaGuardia Community College Catalog 2021-2022. https://www.laguardia.edu/uploadedfiles/main_site/content/academics/catalog/pdfs/2021-2022-catalog.pdf
   Google Scholar
• Lerer, N., Weintraub, J., Nassar, E., Zhu, J., & Sundar, V. (2020). LaGuardia Community College institutional Profile 2020. Office of Institutional Research & Assessment, Division of Academic Affairs.
   Google Scholar
• Lippi-Green, R. (1997/2012). The standard language myth. English With an accent: Language, ideology and discrimination in the United States, 53-62. Routledge.
   Google Scholar
• Lorde, A. (2007). Sister outsider: Essays and speeches. Ed. Crossing Press.
   Google Scholar
• Matsuda, P. K. (2010). The myth of linguistic homogeneity in U.S. college classrooms. In Cross-language relations in composition (pp. 81–96). Southern Illinois UP.
   Google Scholar
• McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Forrest Cataldi, E., & Bullock Mann, F. (2018). The condition of education 2018 (NCES 2018-144). U.S. Department of education. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018144
   Google Scholar
• McNair, L. (2008). “Translation Narratives: Reading Mouloud Feraoun's Algerian Classic, The Poor Man's Son, in post-9/11 America.” Visions, a peer-reviewed journal. First issue, fall.
   Google Scholar
• NYU Steinhardt; Teacher Education Reinvented. (2018). An asset based approach to education: what it is and why it matters. Posted online in Teaching and Learning Trends. Retrieved November 29, 2019. https://teachereducation.steinhardt.nyu.edu/an-asset-based-approach-to-education-what-it-is-and-why-it-matters/
   Google Scholar
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
   Web of Science ®Google Scholar
• Paris, D., & Alim, S. H. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
   Web of Science ®Google Scholar
• Parker, R. (1985). The “language across the curriculum” movement: A brief overview and bibliography. College Composition and Communication, 36(2), 173–177. https://doi.org/10.2307/357438
   Web of Science ®Google Scholar
• Pujol-Ferran, M., DiSanto, J., Rodríguez, N., & Morales, A. (2016). Exploring plurilingual pedagogies across the college curriculum. The Canadian Modern Language Review / La Revue Canadienne des Langues Vivantes, 72(4), 530–549. https://doi.org/10.3138/cmlr.3306
   Web of Science ®Google Scholar
• Reaser, J., Temple Adger, C., Wolfram, W., & Christian, D. (2017). Dialects in school: Education linguistically diverse students. Routledge.
   Google Scholar
• Rich, A. (1995). On lies, secrets, and silence. Norton.
   Google Scholar
• Rose, H. A. (2006). Asset-based development for child and youth care. Reclaiming Children and Youth, 14(4), 236–240.
   Google Scholar
• Ruiz, R. (2010). Reorienting language-As-resource. In J. E. Petrovic (Ed.), International perspectives on Bilingual Education: Policy, practice, and controversy, 155–168. IAP.
   Google Scholar
• Shor, I. (1997). Our apartheid: Writing instruction and inequality. Journal of Basic Writing, 16(1), 91–104. https://doi.org/10.37514/JBW-J.1997.16.1.08
   Google Scholar
• Sledd, J. (1983). In defense of students’ rights. College English, 45(7), 667–675. https://doi.org/10.2307/377176
   Web of Science ®Google Scholar
• Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450–452. https://doi.org/10.1126/science.1182597
   PubMed Web of Science ®Google Scholar
• Tuitt, F., Haynes, C., & Stewart, S. (2016). Race, equity, and the learning environment: The Global relevance of critical and Inclusive Pedagogies in higher education. Stylus Publishing.
   Google Scholar
• Uccelli, P., & Galloway, E. P. (2018). What educators need to know about academic language: Insights from recent research. In C. T. Adger, & C. E. Snow (Eds.), What teachers need to know about language (pp. 62–74). Multilingual Matters.
   Google Scholar
• U.S. Census Bureau. (2021). Quick Facts. Retrieved January 13, 2022, from https://www.census.gov/quickfacts/fact/table/US/POP815219
   Google Scholar
• Vogel, S., & Garcia, O. (2017). Translanguaging. In G. Noblit, & L. Moll (Eds.), Oxford research Encyclopedia of education. Oxford University Press.
   Google Scholar