Review of Lau, S. & Van Viegen, S. (Eds.). (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language in education. Springer.

James Corcoran

doi:10.37213/cjal.2022.32108

Critiques de livres

Vol. 25 No. 3 (2022): Numéro spécial : Didactique de l’écriture avec des apprenants de langues additionnelles et diverses : les liens entre le multilinguisme, les multilittératies et les multimodalités

Review of Lau, S. & Van Viegen, S. (Eds.). (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language in education. Springer.

James Corcoran^▸^▾

PDF (English)

DOI: https://doi.org/10.37213/cjal.2022.32108
Soumise: juin 17, 2021
Publié-e: 2022-12-01

Résumé

Références

García, O., & Otheguy, R. (2020) Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. http://doi.org/10.1080/13670050.2019.1598932
Kubota, R. (2021). Toward a performative commitment to heterogeneity. In T. Silva, & Z. Wang (Eds.), Reconciling translingualism and second language writing. (pp. 163-171). Routledge.
Payant, C., & Galante, A. (2022). Plurilingualism and translanguaging: Pedagogical approaches for empowerment and validation: An introduction. TESL Canada Journal, 38(2), vi-xxii. https://doi.org/10.18806/tesl.v38i2.1363
Piccardo, E., Germain-Rutherford, A., & Lawrence, G. (2022). The Routledge handbook of plurilingual language education. Routledge.
Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in society, 46(5), 621-647.
Sousa Santos, B. & Meneses, M. P. (Eds). (2020). Knowledges born in the struggle: Constructing the epistemologies of the Global South. Routledge.

Comment citer

Corcoran, J. (2022). Review of Lau, S. & Van Viegen, S. (Eds.). (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language in education. Springer. Revue Canadienne De Linguistique appliquée, 25(3), 166–169. https://doi.org/10.37213/cjal.2022.32108

Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

[1] García, O., & Otheguy, R. (2020) Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. http://doi.org/10.1080/13670050.2019.1598932

[2] Kubota, R. (2021). Toward a performative commitment to heterogeneity. In T. Silva, & Z. Wang (Eds.), Reconciling translingualism and second language writing. (pp. 163-171). Routledge.

[3] Payant, C., & Galante, A. (2022). Plurilingualism and translanguaging: Pedagogical approaches for empowerment and validation: An introduction. TESL Canada Journal, 38(2), vi-xxii. https://doi.org/10.18806/tesl.v38i2.1363

[4] Piccardo, E., Germain-Rutherford, A., & Lawrence, G. (2022). The Routledge handbook of plurilingual language education. Routledge.

[5] Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in society, 46(5), 621-647.

[6] Sousa Santos, B. & Meneses, M. P. (Eds). (2020). Knowledges born in the struggle: Constructing the epistemologies of the Global South. Routledge.