Supporting Students’ Own Languages in the Writing Classroom: Adaptable Writing Assignments for Enacting Linguistic Justice in Local Contexts

References

Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24-31.

Alvarez, S. P., Wan, A. J., & Lee, E. (2021). Workin’ languages: Who we are matters in our writing. Writing Spaces: Readings on Writing, 4, 1-17.

Anzaldúa, G. (1987). Borderlands/La frontera: The new mestiza. Aunt Lute Books.

Bailey, K. D., Ha, A., & Outlar, A. J. (2023). What color is my voice? Academic writing and the myth of standard English. Writing Spaces: Readings on Writing, 5, 63-86.

Brandt, D. (2001). Literacy in American lives. Cambridge University Press.

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171. https://doi.org/10.17763/0017-8055.85.2.149

Flower, L. (2008). Community literacy and the rhetoric of public engagement. SIU Press.

Horner, B., Lu, M. Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321.

Kynard, C. (2005). Getting on the right side of it’: Problematizing and rethinking the research paper genre in the college composition course. In Herrington, A. & Moran, C. (Eds.) Genre across the curriculum (pp. 128-151). USU Press.

Ladson-Billings, G. (1995). Culturally relevant pedagogy: Asking a different question. Teachers College Press.

Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in second language writing classrooms. TESOL Quarterly, 52(4), 1085–1097. https://doi.org/10.1002/tesq.436

Leung, K. (2018, March). Embracing multilingualism and eradicating linguistic bias. [Video]. TED Conferences. https://www.ted.com/talks/karen_leung_embracing_multilingualism_and_eradicating_linguistic_bias

Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 655-670. https://doi.org/10.1080/13803611.2012.718490

Minnillo, S. (2025). Toward radical inclusivity in first year composition: A lesson for CLA, translingual writing, and metacognition development. In G. Park, M. Webb, S. Tanghe, & Q. Charles (Eds.), Radical Inclusivity: Critical Language Awareness in the Language and Writing Classroom (pp. 30-38). Multilingual Matters.

National Council of Teachers of English. (1974). Resolution on the Students’ Right to Their Own Language. https://ncte.org/statement/righttoownlanguage/

Özer, H. Z. (2024). College Composition Instructors’ and Students’ Orientations toward Translanguaging in Writing. Research in the Teaching of English, 59(1), 86-114. https://doi.org/10.58680/rte2024591126

Paris, D. (2021). Culturally sustaining pedagogies and our futures. The Educational Forum, 85(4), 364-376. https://doi.org/10.1080/00131725.2021.1957634

Paris, D., & Alim, H. S. (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

Perryman-Clark, S., Kirkland, D.E., & Jackson, A. (2014). Understanding the complexities associated with what it means to have the right to your own language. In S. Perryman-Clark, D.E. Kirkland, & A. Jackson (Eds.), Students’ Right to Their Own Language: A Critical Sourcebook (pp. 1-16). Bedford St. Martins.

Sánchez-Martín, C. (2021). Beyond language difference in writing: Investigating complex and equitable language practices. Writing Spaces: Readings on Writing, 4, 269–280. https://wac.colostate.edu/docs/books/writingspaces4/sanchez-martin.pdf

Shapiro, S. (2022). Cultivating critical language awareness in the writing classroom. Routledge.

Shapiro, S., Cox, M., Shuck, G., & Simnitt, E. (2016). Teaching for agency: From appreciating linguistic diversity to empowering multilingual matters. Composition Studies, 44(1), 31-52.

Thompson, F., & Pokhrel, L. H. (2025). Language ideologies and critical language pedagogies in college writing programs: A literature review. Journal of Language and Literacy Education, 21(1).

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. https://doi.org/10.1080/1361332052000341006

Young, V. A. (2021). 2020 CCCC chair’s address: Say they name in Black English: George Floyd, Breonna Taylor, Atatiana Jefferson, Aura Rosser, Trayvon Martin, and the need to move away from writing to literacies in CCCC and rhetoric and composition. College Composition & Communication, 72(4), 623-639. https://doi.org/10.58680/ccc202131445