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Winner of the AAAL Book Award 2015Winner of the Modern Language Association's Thirty-Third Mina P. Shaughnessy Prize Winner of the BAAL Book Prize 2014 Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way of looking at the use of English within a global context. Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. Canagarajah argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms. Incisive and groundbreaking, this will be essential reading for anyone interested in multilingualism, world Englishes and intercultural communication.

The term translingual highlights the reality that people always shuttle across languages, communicate in hybrid languages and, thus, enjoy multilingual competence. In the context of migration, transnational economic and cultural relations, digital communication, and globalism, increasing contact is taking place between languages and communities. In these contact zones new genres of writing and new textual conventions are emerging that go beyond traditional dichotomies that treat languages as separated from each other, and texts and writers as determined by one language or the other. Pushing forward a translingual orientation to writing-one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies- this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications. These themes are explored by leading scholars from L1 and L2 composition, rhetoric and applied linguistics, education theory and classroom practice, and diverse ethnic rhetorics. Timely and much needed, Literacy as Translingual Practice is essential reading for students, researchers, and practitioners across these fields.

590p bibl index ISBN 9781138801981 cloth, $220.00; ISBN 9781315754512 ebook, $54.95 This impressive, compelling volume looks at human migration and language, a growing field of study emerging from the accelerated pace of individuals and groups uprooted because of political conflict, civil rights degradation, economic woes, and religious and social persecution. The displacement of so many people in the 21st century and the multiple adjustments they face in coming to terms with new cultures and languages is fertile ground for linguists, anthropologists, language planners and teachers, and literacy and refugee advocates and researchers.

Flora reviews Language Diversity in the Classroom: From Intention to Practice edited by Geneva Smitherman and Victor Villanueva, and with a foreword by Suresh Canagarajah.

A review of A. Suresh Canagarajah's A Geopolitics of Academic Writing (Pittsburgh: U Pittsburgh Press, 2002) critically examines the case Canagarajah makes for global democratization of academic communication & the production of knowledge by allowing third-world scholars to publish their writing in the academic journals of the Euro-American \"center.\" The polemic of the book is held to emerge from its author's personal frustration over rejections & revision requests from editors & is framed by a narrative account of the poor working conditions of academics at the University of Jaffna in Sri Lanka, Canagarajah's former institution. Although likely to gain acceptance among academic radicals of the \"center,\" Canagarajah's argumentation presents a devastating account of bad scholarship in the third world & attempts to exempt the academic culture of Jaffna from criticism on grounds that it is an oral type of culture, not a literate one; the work therefore stands as an appeal to the sympathy of first-world academics &, if its efforts to persuade editors to relax their standards meet with success, can only perpetuate the hegemony of the \"center\" & the peripherality of third-world academics. 8 References. J. Hitchcock