List of Figures
List of Tables
List of Contributors
Foreword, Ofelia García (City University of New York, USA)
Introduction, Sultan Turkan (Queen's University Belfast, UK) and Jamie L. Schissel (University of North Carolina at Greensboro, USA)
Part I: Entanglements of Race and Academic Language: Theoretical Unpacking
1. Academic Language: A Monolingual Social Construction for Language in Academic Contexts that Has No Place in Academic Contexts, Christian Faltis (Texas A&M International University, USA)
2. Enregistering Plural Academic Languages: Possibilities for Diversifying Academic Writing and Publishing, Suresh Canagarajah (Penn State University, USA)
3. The Eugenicist's Best Friend: Academic Language and the Promise of Escape from Racialization, JPB Gerald (CUNY – Hunter College, USA)
Part II: Documenting the Current and Past Practices
4. Academic Language for Bilingual Programs: A Focus on L1 Standards, Mariana Alvayero Ricklefs (Northern Illinois University, USA)
5. The Effect of Academic Language in ELA and Black Students' Disenfranchisement: A Phenomenology Study, Monisha Atkinson (University of North Carolina Wilmington, USA)
6. Unpacking Enregistered Whiteness in Academic Language through Teacher Reflections on Local Language Policy, Lillian Ardell (Language Matters, LLC), Karis Jones (SUNY Empire State University, USA) and Dorsa Fahami (Columbia University, USA)
7. “My English is not Good”: How Raciolinguistic Microaggressions Contribute to Language, Ben Calman (McGill University, Canada)
8. From Enregisterment to Extraction: English for Academic Purposes in Settler-Colonial Postsecondary Education, Dmitri Detwyler (University of British Columbia, Canada)
9. Academic Language in Workspaces: If a spot of Blood Gets on the Chicken, Other Chickens Will Mistake It For Feed, Sultan Turkan (Queen's University Belfast, UK)
Part III: Detangling the knots
10. Translanguaging as Manoeuvre: Resisting the Hegemony of English Academic Language at a Historically English Medium University, Mbulungeni Madiba Stellenbosch (University Cape Town, South Africa)
11. Using an Identity Framework to Negotiate Traditional Notions of Academic Language and Writing Instruction with Resettled Youth, Melody Zoch, Amy Vetter, Beverly Faircloth and Teena Martin (University of North Carolina at Greensboro, USA)
12. Diversity, Inclusion, and the “Balancing Act”: Working in the Writing Centers as a Person of Color, Shreya Sangai (York University, Canada)
Conclusion, Jamie L. Schissel (University of North Carolina at Greensboro, USA)
Index