Instead of compiling a bibliography of linguistics of translingualism (and similar terms), this emerging bibliography attempts to see the a) importance of faculty recognition of translingualism in a democratic (Dewey) education, and b) how this can be used in multiple disciplines to strengthen student learning and increasing persistence and retention.
Alvarez, S. (2014). Translanguaging tareas: Emergent bilingual youth as language brokers for homework in immigrant families. Language Arts, 91, 326-339.
Ayash, N.B. (2019). Toward translingual realities in composition: (Re)working local language representations and practices. Utah State University Press.
Baker-Bell, April. Linguistic Justice: Black Language, Literacy, Identify, and Pedagogy. Routledge: NY, 2020.
Bommarito, D.V., & Cooney, E. (2016). Cultivating a reflective approach to language difference in composition pedagogy. Composition Studies, 44, 39-57.
Canagarajah, A.S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68, 589-604. doi:10.2307/25472177
Canagarajah, A.S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95, 401–417. doi:10.1111/j.1540-4781.2011.01207.x
Cavazos, A.G. (2015). Multilingual faculty across academic disciplines: Language difference in scholarship. Language and Education, 29, 317-331. doi:10.1080/09500782.2015.101437
Cavazos, A. (2016). Latina/o Academics’ Resilient Qualities in Their Linguistically Diverse Practices (1st ed., vol. 15). Journal of Hispanic Higher Education .
Cavazos, A.G. (2017). Translingual oral and written practices: Rhetorical resources in multilingual writers' discourses. International Journal of Bilingualism, 21, 385-401. doi:10.1177/136700691662922
Cavazos, Alyssa G. Encouraging Languages other than English in First-Year Writing Courses: Experiences from Linguistically Diverse Writers. Composition Studies 47.1 (2019): 38-56.
Cavazos, Alyssa G., et al. “Advancing a Transnational, Transdisciplinary, and Translingual Framework: A Professional Development Series for Teaching Assistants in Writing and Spanish Programs.” Across the Disciplines: A Journal of Language, Learning, and Academic Writing, vol. 15, no. 3, 2018, 1-10.
Cenoz, J. (2017). Translanguaging in school contexts: International perspectives, Journal of Language, Identity & Education, 16, 193-198, doi: 10.1080/15348458.2017.1327816
García, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds). Translanguaging with multilingual students. Learning from classroom moments. (pp.9-33). Routledge.
García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16, 245-255. doi: 10.1080/15348458.2017.1329016.
García, O. (2017). Translanguaging in schools: Subiendo y bajando, bajando y subiendo as afterword. Journal of Language, Identity & Education, 16, 256-263, doi: 10.1080/15348458.2017.1329657
Gonzales, L. (2015). Multimodality, translingualism, and rhetorical genre studies. Composition Forum, 31(1). Retrieved from http://compositionforum.com/issue/31/multimodality.php
Gonzales, L. Sites of Translation: What Multilinguals Can Teach us about Digital Writing and Rhetoric. (2018). University of Michigan Press—
Guerra, J. (2016). Language, culture, identity and citizenship in college classrooms and communities. New York, NY: NCTE.
Guerra, J.C., & Shivers-McNair, A. (2017). Toward a new vocabulary of motive: Re(con)figuring entanglement in a translingual world. In B. Horner, & L. Tetreault (Eds.), Crossing divides: Exploring translingual writing pedagogies and programs (pp. 19-30). Boulder, CO: Utah State University Press.
Horner B. (2017). "Teaching translingual agency in iteration: Rewritng difference." In B. Horner, & L. Tetreault (Eds.), Crossing divides: Exploring translingual writing pedagogies and programs (pp. 87-97). Boulder, CO: Utah State University Press.
Horner B., & Tetrault, L. (2017). Introduction. In B. Horner, & L. Tetreault (Eds.), Crossing divides: Exploring translingual writing pedagogies and programs (pp. 3-16) Boulder, CO: Utah State University Press.
Horner, B., Lu, M., Royster, J.J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73, 303–321.
Inoue, A. (2017). Writing assessments as the conditions for translingual approaches: An argument for fairer assessments. In B. Horner, & L. Tetreault (Eds.), Crossing divides: Exploring translingual writing pedagogies and programs (pp.119-134). Boulder, CO: Utah State University Press.
Lee, J.W. (2016). Beyond translingual writing. College English, 79, 174-194.
Lee, J., & Jenks, C. (2016). Doing translingual dispositions. College Composition and Communication, 68, 317-344.
Leonard, R. (2013). Writing across languages: Developing rhetorical attunement. In A.S. Canagarajah (Ed), Literacy as translingual practice: Between communities and classroom, (pp. 162-169). New York, NY: Routledge.
Lu, M., & Horner, B. (2013). Translingual literacy and matters of agency. In A.S. Canagarajah (Ed.), Literacy as translingual practice: Between communities and classrooms, (pp. 26-38). New York, NY: Routledge.
Matsuda, P.K. (2012) "Let's face it: Language issues and the Writing Program Administrator." WPA: Writing Program Administration, 36(1), 141-16.
Mazak, C., Mendoza, F., & Mangonéz, L. P. (2017). Professors translanguaging in practice: three cases from a bilingual university. In C. M. Mazak, & K. S. Carroll, (eds.) Translanguaging in Higher Education. Beyond Monolingual Ideologies (pp. 70-90). Multilingual Matters.
Mazak, M. & Carroll, K. S. (Eds.) (2017). Translanguaging in higher education. Beyond monolingual ideologies. Multilingual Matters.
Musanti, S. I., Cavazos, A. (2018). “Siento que siempre tengo que regresar al inglés.” Embracing a translanguaging stance in a Hispanic higher education institution. EuroAmerican Journal of Applied Linguistics and Languages, 5 (2), 44 - 61.
Shapiro, S., Cox, M., Shuck, G., & Simnitt, E. (2016). Teaching for agency: From appreciating linguistic diversity to empowering student writers. Composition Studies, 44, 31–52.
Thatcher, B., Medina-López, K., & Montoya, O. (2014). Writing and Rhetoric along the U.S. Mexico Border. Rhetoric, Professional Communicatio, and Globalization, 6, 56-87.
Wojahn, P., Brunk-Chavez, B., Mangelsdorf, K., Al-Khateeb, M., Tellez-Trujillo, K., Churchill, L., & Flores, C. (2017). When the first language you use is not English. In C. Ortmeier-Hooper, & T. Rucker (Eds.), Linguistically diverse immigrant and resident writers, (pp. 173-188). New York, NY: Routledge.
Zheng, X. (2017). Translingual identity as pedagogy: International teaching assistants of English in college composition. The Modern Language Journal, 101, 29–44.
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