Abstracts
Keywords:
- antiracist writing pedagogies,
- decolonizing pedagogies,
- multimodal writing assignments,
- L2 writing instruction,
- multilingual student pedagogies,
- micro-level classroom language policies
Appendices
Bibliography
- Arcon, N., Klein, P. D., & Dombroski, J. D. (2017). Effects of dictation, speech to text, and handwriting on the written composition of elementary school English language learners. Reading & Writing Quarterly, 33(6), 533–548. https://doi.org/10.1080/10573569.2016.1253513
- Baker-Bell, A. (2020a). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge. https://doi.org/10.4324/9781315147383
- Baker-Bell, A. (2020b). Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy. Theory Into Practice, 59(1), 8–21. https://doi.org/10.1080/00405841.2019.1665415
- Bartlett, L., & Vavrus, F. (2014). Transversing the vertical case study: A methodological approach to studies of educational policy and practice. Anthropology & Education Quarterly, 2(45), 131–147. https://doi.org/10.1111/aeq.12055
- Bhowmik, S. K., Hilman, B., & Roy, S. (2019). Peer collaborative writing in the EAP classroom: Insights from a Canadian postsecondary context. TESOL Journal, 10, e00393. Advance online publication. https://doi.org/10.1002/tesj.393
- Blommaert, J., & Rampton, B. (2016). Language and superdiversity. In K. Arnaut, J.
- Blommaert, B. Rampton, & M. Spotti (Eds.), Language and Superdiversity (pp. 21–48). Routledge.
- Boştină-Bratu, S. (2015). Text messaging vs academic writing—A case study. International Conference Knowledge-Based Organization, 21(2), 545-550. https://doi.org/10.1515/kbo2015-0093
- Carroll, K., & Mazak, C. (2017). Language policy in Puerto Rico’s higher education: Opening the door for translanguaging practices. Anthropology & Education Quarterly, 48(1), 4 22. https://doi.org/10.1111/aeq.12180
- Canagarajah, A. S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68(6), 589–604. https://doi.org/10.2307/25472177
- Cedillo, C. V. (2020). Cultural literacies: Towards inclusive writing pedagogies and practices. Composition Studies, 48(3), 132–162.
- Crystal, D. (2008). Txtng: The Gr8 Db8. Oxford University Press.
- Curdt-Christiansen, X. L. (2018). Engaging language policy from macro- to micro-level: Migration and language in Europe. Language and Education, 32(5), 391–393. https://doi.org/10.1080/09500782.2018.1489830
- De La Paz, S., & Graham, S. (1997). Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. Journal of Educational Psychology, 89, 203–222. https://doi.org/10.1037/0022-0663.89.2.203
- D’ Silva, F., Tallman, K. (2023). A multimodal assignment design to develop discursive skills in engineering. Discourse and Writing/Redactologie, 33(1), 60-68. https://doi.org/10.31468/dwr.1027
- Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
- Greenfield, L., & Rowan, K. (Eds.). (2011). Writing centers and the new racism: A call for sustainable dialogue and change. Utah State University Press. https://doi.org/10.2307/j.ctt4cgk6s
- Hafner, C. (2014). Embedding digital literacies in English language teaching: Students’ digital video projects as multimodal ensembles. TESOL Quarterly, 48(4), 655–685. https://doi.org/10.1002/tesq.138
- Haug, K. N., & Klein, P. D. (2018). The Effect of Speech-to Text Technology on Learning a Writing Strategy. Reading & Writing Quarterly, 34(1), 47–62. https://doi.org/10.1080/10573569.2017.1326014
- Hayes, J. R., & Berninger, V. W. (2010). Relationships between idea generation and transcription: how the act of writing shapes what children write. In Traditions of Writing Research (pp. 178–192). Routledge. https://doi.org/10.4324/9780203892329-20
- Hu, G., & Lam, S. T. E. (2009). Issues of cultural appropriateness and pedagogical efficacy: Exploring peer review in a second language writing class. Instructional Science, 38, 371 394. https://doi.org/10.1007/s11251-008-9086-1
- Inoue, A. B. (2015). Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. The WAC Clearinghouse. University Press of Colorado. https://doi.org/10.37514/PER-B.2015.0698
- Inoue, A. B. (2019). Classroom writing assessment as an antiracist practice: Confronting white supremacy in the judgements of language. Pedagogy, 19(3), 373–404. https://doi.org/10.1215/15314200-7615366
- Inoue, A. B. (2021, July 3). Blogbook—The habits of white language (HOWL): Entry 28. Asao B. Inoue’s Infrequent Words. http://asaobinoue.blogspot.com/2021/07/blogbook-habits-of-white-language-howl.html
- Inoue, A. B. (2022). Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom. 2nd edition. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2019.0216.0
- Kachru, B. B. (1990). World Englishes and applied linguistics. World Englishes, 9(1), 3–20. https://doi.org/10.1111/j.1467-971X.1990.tb00683.x
- Kambouri, M., Simon, H., & Brooks, G. (2023). Using speech-to-text technology to empower young writers with special educational needs. Research in Developmental Disabilities, 135, 104466. Advance online publication. https://doi.org/10.1016/j.ridd.2023.104466
- Kaplan, R. G., & Baldauf, R. B. (1997). Language planning: From practice to theory. Multilingual Matters. https://doi.org/10.21832/9781800418059
- Khatoon, S., Abdullah, A., & Shah, S. W. (2020, August). Effects of SMS texting on the writing skills of university students: A case study of undergraduate students in Sindh, Pakistan [Paper presentation]. IPCORE 2018 Conference, School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia.
- Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
- Kress, G., & Leeuwen, V. (1996). Reading images: The grammar of visual design. Routledge.
- Li, M., & Storch, N. (2017). Second language writing in the age of CMC: Affordances, multimodality, and collaboration. Journal of Second Language Writing, 36, 1–5. https://doi.org/10.1016/j.jslw.2017.05.012
- Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
- Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. Routledge. https://doi-org.proxy.library.cornell.edu/10.4324/9780203348802
- MacArthur, C. A., & Cavalier, A. R. (2004). Dictation and speech recognition technology as test accommodations. Exceptional Children, 71, 43–58. https://doi.org/10.1177/001440290407100103
- Motha, S. (2014). Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice. Teachers College Press.
- Odey, V., Ndobo, G., & Endong, F. (2014). Effects of SMS texting on the writing skills of university students in Nigeria: Case of the College of Education Akamkpa. International Journal of Linguistics and Communication., 2(3), 83–96. https://doi.org/10.15640/ijlc.v2n3a4
- Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7, 39–62.
- Rosa, J., & Flores, N. (2017). Jonathan Rosa and Nelson flores. Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46, 621–647. https://doi.org/10.1017/S0047404517000562
- Rouhshad, A., & Storch, N. (2016). A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 267–289). John Benjamins. https://doi.org/10.1075/lllt.45.11rou
- Saleem, M., & Bakhsh, M. (2017). Impact of mobile phone usage on students’ writing skills: A case study of University of Peshawar. Journal of Distance Education and Research, 2, 16–29. https://www.researchgate.net/publication/321572794_Impact_of_Mobile_Phone_Usage_on_Students'_Writing_Skills_A_Case_Study_of_University_of_Peshawar
- Scollon, R., & Scollon, S. W. (2003). Discourses in place: Language in the material world. Routledge. https://doi.org/10.4324/9780203422724
- Scollon, R., & Scollon, S. (2004). Nexus analysis: Discourse and the emerging internet. Routledge. https://doi.org/10.4324/9780203694343
- Schneider, A. B., Codding, R. S., & Tryon, G. S. (2013). Comparing and combining accommodation and remediation interventions to improve the written-language performance of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 28(2), 101–114. https://doi.org/10.1177/1088357613475811
- Shafie, L. A., Darus, N. A., & Osman, N. (2010). SMS language and college writing: The languages of the college texters. International Journal of Emerging Technologies in Learning, 5(1), 26–31. https://doi.org/10.3991/ijet.v5i1.1010
- Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters. https://doi.org/10.21832/9781847699954
- Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content‐Based Language Education, 1, 101–129. https://doi.org/10.1075/jicb.1.1.05swa
- Thorne, S. L., & Reinhardt, J. (2008). “Bridging Activities,” new media literacies, and advanced foreign language proficiency. CALICO Journal, 31, 1–18.
- Van der Walt, C. (2013). Multilingual Higher Education: Beyond English Medium Orientations. Multilingual Matters. https://doi.org/10.21832/9781847699206
- Verheijen, L. (2013). The effects of text messaging and instant messaging on literacy. English Studies, 94(5), 582–602. https://doi.org/10.1080/0013838X.2013.795737
- Ware, P., Kern, R., & Warshauer, M. (2016). The development of digital literacies. In R. M. Manchon & P. K. Matsuda (Eds.), Handbook of second and foreign writing (pp. 307–328). De Gruyter. https://doi.org/10.1515/9781614511335-017
- Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of web 2.0. Annual Review of Applied Linguistics, 27, 1–23. https://doi.org/10.1017/S0267190508070013
- Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50, 988–998. https://doi.org/10.1002/tesq.326
- Young, V. A., Barrett, R., Young-Rivera, Y., & Lovejoy, K. (2018). Other people’s English: Codesmeshing, code-switching, and African American literacy. Revised and updated ed. Anderson, SC: Parlor Press.
- Young, V. A. (2020). Black Lives Matter in academic spaces: Three lessons for critical literacy. Journal of College Reading and Learning, 1(50), 5–18. https://doi.org/10.1080/10790195.2019.1710441
- Yousaf, Z., & Ahmad, M. (2013). Effects on SMS on writing skills of the university students in Pakistan (A case study of University of Gujrat). Asian Economic and Financial Review, 3(3), 389–397.