(Book Review) Interrogating Race and Racism in Postsecondary Language Classrooms

Alim, H. S., Rickford, J. R., & Ball, A. F. (2016). Raciolinguistics: How language shapes our ideas about race. Oxford University Press.

Anand, S. (2024). A South Asian English composition teacher’s identity depiction: An essay on arts-based teaching artifacts. Teaching English in the Two-Year College, 51(3), A1–7.

Canagarajah, S. (2024). Decolonizing academic writing pedagogies for multilingual students. TESOL Quarterly, 58(1), 280–306. https://doi.org/10.1002/tesq.3231

Daniel, B. A. (2023). The presence and absence of race in world language education literature. Foreign Language Annals, 56(4), 789–805. https://doi.org/10.1111/flan.12728

Holden, T., & Smith, C. (2024). A systematized review of anti-racist pedagogical strategies. In X. Huo & C. Smith (Eds.), Interrogating race and racism in postsecondary language classrooms (pp. 306-324). IGI Global.

Institute for Research on Public Policy. (2005). The discounting of immigrants’ skills in Canada. IRPP.

Liggett, T. (2024). Backing into race: Immigration, identity, and social movement theory in English language teacher education. In X. Huo & C. Smith (Eds.), Interrogating race and racism in postsecondary language classrooms (pp. 98-115). IGI Global.

Milu, E. (2021). Diversity of raciolinguistic experiences in the writing classroom: An argument for a transnational Black language pedagogy. College English, 83(6), 415–441.

Regehr, T. D. (n.d.). Canadian mosaic. In D. J. Wishart (Ed.), Encyclopedia of the Great Plains. University of Nebraska–Lincoln.

Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647. https://doi.org/10.1017/S0047404517000562

Sah, P. K., & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2), 132–146.

Séror, J., & Weinberg, A. (2021). Students’ transition from secondary school French programs into university level French immersion. The Canadian Journal of Applied Linguistics, 24(1), 159–180.

Wolf, M. K. (2022). Interconnection between constructs and consequences: A key validity consideration in K–12 English language proficiency assessments. Language Testing in Asia, 12(1), Article 44.