the generative and resistant value of human vulnerability the importance of vulnerability in motivating engagement with social networks and material ecologies for productive thinking, communication, and community how relational ethics emerge as important for social and communicative life

** Winner of AAAL Book Award 2020 ** **Shortlisted for the BAAL Book Prize 2018** The Routledge Handbook of Migration and Language is the first comprehensive survey of this area, exploring language and human mobility in today's globalised world. This key reference brings together a range of interdisciplinary and multidisciplinary perspectives, drawing on subjects such as migration studies, geography, philosophy, sociology and anthropology. Featuring over 30 chapters written by leading experts from around the world, this book: Examines how basic constructs such as community, place, language, diversity, identity, nation-state, and social stratification are being retheorized in the context of human mobility; Analyses the impact of the 'mobility turn' on language use, including the parallel 'multilingual turn' and translanguaging; Discusses the migration of skilled and unskilled workers, different forms of displacement, and new superdiverse and diaspora communities; Explores new research orientations and methodologies, such as mobile and participatory research, multi-sited ethnography, and the mixing of research methods; Investigates the place of language in citizenship, educational policies, employment and social services. The Routledge Handbook of Migration and Language is essential reading for those with an interest in migration studies, language policy, sociolinguistic research and development studies.

the generative and resistant value of human vulnerability the importance of vulnerability in motivating engagement with social networks and material ecologies for productive thinking, communication, and community how relational ethics emerge as important for social and communicative life

This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT). // The book unpacks the dynamics of today's landscape of language education which sees practitioners and students with nuanced personal and professional histories inhabit liminal spaces as they traverse national, cultural, linguistic, ideological, and political borders, thereby impacting their identity construction and engagement with pedagogies and practices across different educational domains. The volume draws on solo and collaborative autoethnographies of transnational language practitioners to question such well-established ELT binaries such as 'center'/'periphery' and 'native'/non-native' and issues of identity-related concepts such as ideologies, discourses, agency, and self-reflexibility. In so doing, the book also underscores the unique affordances of autoethnography as a methodological tool for better understanding transnational identity construction in ELT and bringing to the fore key perspectives in emerging areas of study within applied linguistics. // This dynamic collection will appeal to students, scholars, and practitioners in English language teaching, applied linguistics, TESOL education, educational linguistics, and sociolinguistics.

The impact of globalisation is increasingly evident through both mass migration and the social, political, and economic changes that have produced new and growing social divides. The increased mobility and the opening of national borders that have arisen as part of these changes has also meant a rise in the diversification of migration (superdiversity) in all its forms. The multi-sited flows of people have also led to the flow of knowledge, culture, and languages. English - as a global language - has taken on a prominent role in the neoliberal discourses of commodification, value and distinction, and the role of language in the reproduction of social inequalities. This edited volume explores a range of issues related to the role of language. In particular, it addresses competency in English and multilingualism, both of which facilitate success for skilled migrants in the workplace and enable them to contribute to development efforts in their home communities. In more general terms, the book looks at the communicative competencies and language resources which skilled migrants require in order to engage productively in professional and development endeavours. It examines the notion that English is the linguistic capital for skilled migration, given its global status in higher education, development, and professional communication. This book was originally published as a special issue of Globalisation, Societies and Education.

This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT). // The book unpacks the dynamics of today's landscape of language education which sees practitioners and students with nuanced personal and professional histories inhabit liminal spaces as they traverse national, cultural, linguistic, ideological, and political borders, thereby impacting their identity construction and engagement with pedagogies and practices across different educational domains. The volume draws on solo and collaborative autoethnographies of transnational language practitioners to question such well-established ELT binaries such as 'center'/'periphery' and 'native'/non-native' and issues of identity-related concepts such as ideologies, discourses, agency, and self-reflexibility. In so doing, the book also underscores the unique affordances of autoethnography as a methodological tool for better understanding transnational identity construction in ELT and bringing to the fore key perspectives in emerging areas of study within applied linguistics. // This dynamic collection will appeal to students, scholars, and practitioners in English language teaching, applied linguistics, TESOL education, educational linguistics, and sociolinguistics.

The term translingual highlights the reality that people always shuttle across languages, communicate in hybrid languages and, thus, enjoy multilingual competence. In the context of migration, transnational economic and cultural relations, digital communication, and globalism, increasing contact is taking place between languages and communities. In these contact zones new genres of writing and new textual conventions are emerging that go beyond traditional dichotomies that treat languages as separated from each other, and texts and writers as determined by one language or the other. Pushing forward a translingual orientation to writing-one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies- this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications. These themes are explored by leading scholars from L1 and L2 composition, rhetoric and applied linguistics, education theory and classroom practice, and diverse ethnic rhetorics. Timely and much needed, Literacy as Translingual Practice is essential reading for students, researchers, and practitioners across these fields.

The legacy of English teaching and Christian missionaries is a flashpoint within the field of English language teaching. This critical examination of the place of Christianity in the field is unique in presenting the voices of TESOL professionals from a wide range of religious and spiritual perspectives. About half identify themselves as "Christian" while the others identify themselves as Buddhist, atheist, spiritualist, and variations of these and other faiths. What is common for all the authors is their belief that values have an important place in the classroom. What they disagree on is whether and how spiritual values should find expression in learning and teaching. This volume dramatizes how scholars in the profession wrestle with ideological, pedagogical, and spiritual dilemmas as they seek to understand the place of faith in education. To sustain this conversation, the book is structured dialogically. Each section includes a set of position chapters in which authors explain their views of faith/pedagogy integration, a set of chapters by authors responding to these positions while articulating their own views on the subject, and discussion questions to engage readers in comparing the positions of all the authors, reflecting on their own experiences and values, and advancing the dialogue in fresh and personal directions.

The legacy of English teaching and Christian missionaries is a flashpoint within the field of English language teaching. This critical examination of the place of Christianity in the field is unique in presenting the voices of TESOL professionals from a wide range of religious and spiritual perspectives. About half identify themselves as "Christian" while the others identify themselves as Buddhist, atheist, spiritualist, and variations of these and other faiths.

What is common for all the authors is their belief that values have an important place in the classroom. What they disagree on is whether and how spiritual values should find expression in learning and teaching. This volume dramatizes how scholars in the profession wrestle with ideological, pedagogical, and spiritual dilemmas as they seek to understand the place of faith in education. To sustain this conversation, the book is structured dialogically.

Each section includes a set of position chapters in which authors explain their views of faith/pedagogy integration, a set of chapters by authors responding to these positions while articulating their own views on the subject, and discussion questions to engage readers in comparing the positions of all the authors, reflecting on their own experiences and values, and advancing the dialogue in fresh and personal directions.

The impact of globalisation is increasingly evident through both mass migration and the social, political, and economic changes that have produced new and growing social divides. The increased mobility and the opening of national borders that have arisen as part of these changes has also meant a rise in the diversification of migration (superdiversity) in all its forms. The multi-sited flows of people have also led to the flow of knowledge, culture, and languages. English - as a global language - has taken on a prominent role in the neoliberal discourses of commodification, value and distinction, and the role of language in the reproduction of social inequalities. This edited volume explores a range of issues related to the role of language. In particular, it addresses competency in English and multilingualism, both of which facilitate success for skilled migrants in the workplace and enable them to contribute to development efforts in their home communities. In more general terms, the book looks at the communicative competencies and language resources which skilled migrants require in order to engage productively in professional and development endeavours. It examines the notion that English is the linguistic capital for skilled migration, given its global status in higher education, development, and professional communication. This book was originally published as a special issue of Globalisation, Societies and Education.

** Winner of AAAL Book Award 2020 ** **Shortlisted for the BAAL Book Prize 2018** The Routledge Handbook of Migration and Language is the first comprehensive survey of this area, exploring language and human mobility in today's globalised world. This key reference brings together a range of interdisciplinary and multidisciplinary perspectives, drawing on subjects such as migration studies, geography, philosophy, sociology and anthropology. Featuring over 30 chapters written by leading experts from around the world, this book: Examines how basic constructs such as community, place, language, diversity, identity, nation-state, and social stratification are being retheorized in the context of human mobility; Analyses the impact of the 'mobility turn' on language use, including the parallel 'multilingual turn' and translanguaging; Discusses the migration of skilled and unskilled workers, different forms of displacement, and new superdiverse and diaspora communities; Explores new research orientations and methodologies, such as mobile and participatory research, multi-sited ethnography, and the mixing of research methods; Investigates the place of language in citizenship, educational policies, employment and social services. The Routledge Handbook of Migration and Language is essential reading for those with an interest in migration studies, language policy, sociolinguistic research and development studies.

This volume inserts the place of the local in theorizing about language policies and practices in applied linguistics. While the effects of globalization around the world are being discussed in such diverse circles as corporations, law firms, and education, and while the spread of English has come to largely benefit those in positions of power, relatively little has been said about the impact of globalization at the local level, directly or indirectly. Reclaiming the Local in Language Policy and Practice is unique in focusing specifically on the outcomes of globalization in and among the communities affected by these changes. The authors make a case for why it is important for local social practices, communicative conventions, linguistic realities, and knowledge paradigms to actively inform language policies and practices for classrooms and communities in specific contexts, and to critically inform those pertaining to other communities. Engaging with the dominant paradigms in the discipline of applied linguistics, the chapters include research relating to second language acquisition, sociolinguistics, literacy, and language planning. The majority of chapters are case studies of specific contexts and communities, focused on situations of language teaching. Beyond their local contexts these studies are important for initiating discussion of their relevance for other, different communities and contexts. Taken together, the chapters in this book approach the task of reclaiming and making space for the local by means of negotiating with the present and the global. They illuminate the paradox that the local contains complex values of diversity, multilingualism, and plurality that can help to reconceive the multilingual society and education for postmodern times.

This book responds to recent criticisms that the research and theorization of multilingualism on the part of applied linguists are in collusion with neoliberal policies and economic interests. While acknowledging that neoliberal agencies can appropriate diverse languages and language practices, including resources and dispositions theorized by scholars of multilingualism, it argues that a distinction must be made between the different language ideologies informing communicative practices. Those of neoliberal agencies are motivated by distinct ideological orientations that diverge from the theorization of multilingual practices by critical applied linguists. In addressing this issue, the book draws on the author's empirical research on skilled migration to demonstrate how sub-Saharan African professionals in English-dominant workplaces in the UK, USA, Australia, and South Africa resist the neoliberal communicative expectations and employ alternate practices informed by critical dispositions. These practices have the potential to transform neoliberal orientations on material development. The book labels the latter as informed by a postcolonial language ideology, to distinguish them from those of neoliberalism. While neoliberal agencies approach languages as being instrumental for profit-making purposes, the author's informants focus on the synergy between languages to generate new meanings and norms, which are strategically negotiated in pursuit of ethical interests, inclusive interactions, and holistic ecological development. As such, the book clearly illustrates that the way critical scholars and multilinguals relate to language diversity is different from the way neoliberal policies and agencies use multilingualism for their own purposes.

The term translingual highlights the reality that people always shuttle across languages, communicate in hybrid languages and, thus, enjoy multilingual competence. In the context of migration, transnational economic and cultural relations, digital communication, and globalism, increasing contact is taking place between languages and communities. In these contact zones new genres of writing and new textual conventions are emerging that go beyond traditional dichotomies that treat languages as separated from each other, and texts and writers as determined by one language or the other. Pushing forward a translingual orientation to writing-one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies- this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications. These themes are explored by leading scholars from L1 and L2 composition, rhetoric and applied linguistics, education theory and classroom practice, and diverse ethnic rhetorics. Timely and much needed, Literacy as Translingual Practice is essential reading for students, researchers, and practitioners across these fields.

This edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities - 'home' and 'host' - and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors' own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.

This volume inserts the place of the local in theorizing about language policies and practices in applied linguistics. While the effects of globalization around the world are being discussed in such diverse circles as corporations, law firms, and education, and while the spread of English has come to largely benefit those in positions of power, relatively little has been said about the impact of globalization at the local level, directly or indirectly. Reclaiming the Local in Language Policy and Practice is unique in focusing specifically on the outcomes of globalization in and among the communities affected by these changes. The authors make a case for why it is important for local social practices, communicative conventions, linguistic realities, and knowledge paradigms to actively inform language policies and practices for classrooms and communities in specific contexts, and to critically inform those pertaining to other communities. Engaging with the dominant paradigms in the discipline of applied linguistics, the chapters include research relating to second language acquisition, sociolinguistics, literacy, and language planning. The majority of chapters are case studies of specific contexts and communities, focused on situations of language teaching. Beyond their local contexts these studies are important for initiating discussion of their relevance for other, different communities and contexts. Taken together, the chapters in this book approach the task of reclaiming and making space for the local by means of negotiating with the present and the global. They illuminate the paradox that the local contains complex values of diversity, multilingualism, and plurality that can help to reconceive the multilingual society and education for postmodern times.

The literacy autobiography is a personal narrative reflecting on how one's experiences of spoken and written words have contributed to their ongoing relationship with language and literacy. Transnational Literacy Autobiographies as Translingual Writing is a cutting-edge study of this engaging genre of writing in academic and professional contexts. In this state-of-the-art collection, Suresh Canagarajah brings together 11 samples of writing by students that both document their literary journeys and pinpoint the seminal works affecting their development as translingual readers and writers. Integrating the narrative of the author, which is written as his own literacy autobiography, with a close analysis of these texts, this book: presents a case for the literacy autobiography as an archetypal genre that prepares writers for the conventions and processes required in other genres of writing; demonstrates the serious epistemological and rhetorical implications behind the genre of literacy autobiography among migrant scholars and students; effectively translates theoretical publications on language diversity for classroom purposes, providing a transferable teaching approach to translingual writing; analyzes the tropes of transnational writers and their craft in "meshing" translingual resources in their writing; demonstrates how transnationalism and translingualism are interconnected, guiding readers toward an understanding of codemeshing not as a cosmetic addition to texts but motivated toward resolving inescapable personal and social dilemmas. Written and edited by one of the most highly regarded linguists of his generation, this book is key reading for scholars and students of applied linguistics, TESOL, and literacy studies, as well as tutors of writing and composition worldwide.

Winner of the AAAL Book Award 2015 Winner of the Modern Language Association's Thirty-Third Mina P. Shaughnessy Prize Winner of the BAAL Book Prize 2014 Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way of looking at the use of English within a global context. Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. Canagarajah argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms. Incisive and groundbreaking, this will be essential reading for anyone interested in multilingualism, world Englishes and intercultural communication.

The literacy autobiography is a personal narrative reflecting on how one's experiences of spoken and written words have contributed to their ongoing relationship with language and literacy. Transnational Literacy Autobiographies as Translingual Writing is a cutting-edge study of this engaging genre of writing in academic and professional contexts. In this state-of-the-art collection, Suresh Canagarajah brings together 11 samples of writing by students that both document their literary journeys and pinpoint the seminal works affecting their development as translingual readers and writers. Integrating the narrative of the author, which is written as his own literacy autobiography, with a close analysis of these texts, this book: presents a case for the literacy autobiography as an archetypal genre that prepares writers for the conventions and processes required in other genres of writing; demonstrates the serious epistemological and rhetorical implications behind the genre of literacy autobiography among migrant scholars and students; effectively translates theoretical publications on language diversity for classroom purposes, providing a transferable teaching approach to translingual writing; analyzes the tropes of transnational writers and their craft in "meshing" translingual resources in their writing; demonstrates how transnationalism and translingualism are interconnected, guiding readers toward an understanding of codemeshing not as a cosmetic addition to texts but motivated toward resolving inescapable personal and social dilemmas. Written and edited by one of the most highly regarded linguists of his generation, this book is key reading for scholars and students of applied linguistics, TESOL, and literacy studies, as well as tutors of writing and composition worldwide.

This edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities - 'home' and 'host' - and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors' own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.

The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new 'liminal' spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western 'peripheries', but also peripheries created within the 'center' when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces.

The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new 'liminal' spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western 'peripheries', but also peripheries created within the 'center' when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces.

Winner of the AAAL Book Award 2015 Winner of the Modern Language Association's Thirty-Third Mina P. Shaughnessy Prize Winner of the BAAL Book Prize 2014 Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way of looking at the use of English within a global context. Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. Canagarajah argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms. Incisive and groundbreaking, this will be essential reading for anyone interested in multilingualism, world Englishes and intercultural communication.

It's no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. "Language Diversity in the Classroom: From Intention to Practice "works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities. Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication. All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students' own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a "standard English," advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country's diverse dialects, languages, and literatures. Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett. The volume also includes a foreword by Suresh Canagarajah and a substantialbibliography of resources about bilingualism and language diversity.

A Geopolitics of Academic Writing critiques current scholarly publishing practices, exposing the inequalities in the way academic knowledge is constructed and legitimized. As a periphery scholar now working in (and writing from) the center, Suresh Canagarajah is uniquely situated to demonstrate how and why contributions from Third World scholars are too often relegated to the perimeter of academic discourse. He examines three broad conventions governing academic writing: textual concerns (matters of languages, style, tone, and structure), social customs (the rituals governing the interactions of members of the academic community), and publishing practices (from submission protocols to photocopying and postage requirements). Canagarajah argues that the dominance of Western conventions in scholarly communication leads directly to the marginalization or appropriation of the knowledge of Third World communities.