Cultivating Critical Language Awareness in the Writing Classroom
- Available for pre-order. Item will ship after February 15, 2022
This book introduces Critical Language Awareness (CLA) Pedagogy as a robust and research-grounded framework to engage and support students in critical examinations of language, identity, privilege and power.
Starting with an accessible introduction to CLA, chapters cover key topics—including World Englishes, linguistic prejudice, news media literacy, inclusive language practices, and more—in an inviting and thought-provoking way to promote reflection and analysis. Part I provides an overview of the foundations of CLA pedagogy, while Part II highlights four instructional pathways for CLA pedagogy: Sociolinguistics, Critical Academic Literacies, Media/Discourse Analysis, and Communicating Across Difference. Each pathways chapter is structured around Essential Questions and Transferrable Skills, and includes three thematic learning sequences. Part III offers tools and guidance for tailoring CLA pedagogy to the reader’s own teaching context and to students’ individual needs.
The volume’s wealth of resources and activities are a pedagogical toolkit for supporting and embracing linguistic diversity in the classroom. The cohesive framework, concrete strategies, engaging activities, and guiding questions in this volume allow readers to come away with not only a deeper understanding of CLA, but also a clear roadmap for implementing CLA pedagogy in the classroom.
Synthesizing relevant research from educational linguistics and writing studies, this book is ideal for courses in English/literacy education, college composition, L2 writing instruction, and educational linguistics.
Table of Contents
Part I: Section I: Foundations of CLA Pedagogy 1. Introduction: Why Do We Need CLA Pedagogy? 2. What is CLA?: History and Concepts 3. How and Why Does CLA Pedagogy Work?: Principles and Best Practices Part II: Four Pathways for CLA Pedagogy Part II Introduction 4. The Sociolinguistics Pathway 5. The Critical Academic Literacies Pathway 6. The Media/Discourse Analysis Pathway 7. The Communicating-Across-Difference Pathway Part III: Charting Your Own Journey with CLA Pedagogy Part III Introduction 8. Tailoring CLA Pedagogy to Your Teaching Context 9. Infusing CLA into Classroom Instruction 10. Going Further with CLA
Shawna Shapiro is Associate Professor of Writing and Linguistics at Middlebury College, USA.
"Shapiro successfully explodes the false binary between pragmatism and progressivism by reminding us that teaching writing is not an either/or proposition. And after our many years of theorizing the teaching of writing, Shapiro offers a persuasive synthesis of theory and practice that shows us how to integrate pragmatism and progressivism into our curricula and instruction. In so doing, she provides teachers with a toolkit to promote self-reflection, social justice and rhetorical agency that empowers all writing students to learn how language shapes them and how they in turn can shape language."
--Juan C. Guerra, Professor Emeritus, University of Washington at Seattle, USA
"If you are teaching student writers today—especially if you care about teaching ALL student writers today—then this a book for you. Shapiro’s deeply researched and engaging text reviews the history of critical language awareness, examines its current principles and practices, and shows just how writing teachers everywhere can employ such principles and practices to create classrooms and pedagogies where linguistic justice and equity can and will thrive."
--Andrea Lunsford, Professor Emerita, Stanford University, USA
"This book offers an outstanding roadmap for building inclusive ESOL and English language arts classrooms where students learn to be critical and agentive consumers and producers of standardized written language. The book delivers a strong conceptual framework and principles for a CLA approach combined with abundant illustrations and resources for implementing the approach. A great resource for teachers."
--Linda Harklau, Professor, University of Georgia, USA