Brooke R. Schreiber is an Assistant Professor in the English Department of Baruch College, CUNY, USA.  Her research focuses on second language writing, pedagogy and teacher training, as well as global Englishes and translingualism.Eunjeong Lee is an Assistant Professor in the Department of English at University of Houston, USA. Her research concerns issues of inequities and inequalities in literacy education for multilingual students and politics of language.Jennifer T. Johnson is a Lecturer in the Program in Writing and Rhetoric at Stanford University, USA. Her research focuses on applied linguistics, pedagogy, multimodal communication and the intersection of language and identities.Norah Fahim is a Lecturer in the Program in Writing and Rhetoric and is Associate Director at the Hume Center for Writing and Speaking at Stanford University, USA. Her research areas include narrative inquiry, writing program administration and second language writing.

This landmark volume from a generation of scholars who have come of age during the historic move from monolingual assumptions in the field of composition to multilingual/translingual orientations offers a bridge to those committed to linguistic justice on their campuses. The pedagogically practical chapters provide sound, powerful rationales from scholar teachers who model transformative practices – both pedagogically and methodologically.

• ContributorsChapter 1. Eunjeong Lee, Jennifer T. Johnson, and Brooke R. Schreiber: Introduction: Why Linguistic Justice, and Why Now?Part 1: Translingual and Antidiscriminatory Pedagogy and Practices Chapter 2. Shanti Bruce, Rebecca Lorimer Leonard and Deirdre Vinyard: Locating Linguistic Justice in Language Identity SurveysChapter 3. Zhaozhe Wang: Autoethnographic Performance of Difference as Antiracist PedagogyChapter 4. Rachel Presley: Dis/Locating Linguistic Terrorism: Writing American Indian Languages Back into the Rhetoric ClassroomChapter 5. Kaia L. Simon: Audience Awareness, Multilingual Realities: Child Language Brokers in the First Year Writing ClassroomPart 2: Advocacy in the Writing Center Chapter 6. Sharada Krishnamurthy, Celeste Del Russo and Donna Mehalchick-Opal: Valuing Language Diversity through Translingual Reading Groups in the Writing CenterChapter 7. Hidy Basta: Beyond Welcoming Acceptance: Re-envisioning Consultant Education and Writing Center Practices Toward Social Justice for Multilingual WritersChapter 8. Marilee Brooks-Gillies: Embracing Difficult Conversations: Making Antiracist and Decolonial Writing Center Programming VisibleChapter 9. Emma Catherine Perry and Paula Rawlins: Social (Justice) Media: Advocating for Multilingual Writers in a Multimodal WorldPart 3: Professional DevelopmentChapter 10. Alexandra Watkins and Lindsey Ives: Combatting Monolingualism through Rhetorical Listening: A Faculty WorkshopChapter 11. Cristina Sánchez-Martín and Joyce R. Walker: Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical–Cultural Historical Activity Theory (PCHAT) and TranslingualismChapter 12. Kendon Kurzer: Looking Beyond Grammar Deficiencies: Moving Faculty in Economics Toward a Difference-as-Resource Pedagogical ParadigmChapter 13. Shawna Shapiro: AfterwordIndex

Brooke R. Schreiber is an Assistant Professor in the English Department of Baruch College, CUNY, USA.  Her research focuses on second language writing, pedagogy and teacher training, as well as global Englishes and translingualism.Eunjeong Lee is an Assistant Professor in the Department of English at University of Houston, USA. Her research concerns issues of inequities and inequalities in literacy education for multilingual students and politics of language.Jennifer T. Johnson is a Lecturer in the Program in Writing and Rhetoric at Stanford University, USA. Her research focuses on applied linguistics, pedagogy, multimodal communication and the intersection of language and identities.Norah Fahim is a Lecturer in the Program in Writing and Rhetoric and is Associate Director at the Hume Center for Writing and Speaking at Stanford University, USA. Her research areas include narrative inquiry, writing program administration and second language writing.

This landmark volume from a generation of scholars who have come of age during the historic move from monolingual assumptions in the field of composition to multilingual/translingual orientations offers a bridge to those committed to linguistic justice on their campuses. The pedagogically practical chapters provide sound, powerful rationales from scholar teachers who model transformative practices – both pedagogically and methodologically.

• ContributorsChapter 1. Eunjeong Lee, Jennifer T. Johnson, and Brooke R. Schreiber: Introduction: Why Linguistic Justice, and Why Now?Part 1: Translingual and Antidiscriminatory Pedagogy and Practices Chapter 2. Shanti Bruce, Rebecca Lorimer Leonard and Deirdre Vinyard: Locating Linguistic Justice in Language Identity SurveysChapter 3. Zhaozhe Wang: Autoethnographic Performance of Difference as Antiracist PedagogyChapter 4. Rachel Presley: Dis/Locating Linguistic Terrorism: Writing American Indian Languages Back into the Rhetoric ClassroomChapter 5. Kaia L. Simon: Audience Awareness, Multilingual Realities: Child Language Brokers in the First Year Writing ClassroomPart 2: Advocacy in the Writing Center Chapter 6. Sharada Krishnamurthy, Celeste Del Russo and Donna Mehalchick-Opal: Valuing Language Diversity through Translingual Reading Groups in the Writing CenterChapter 7. Hidy Basta: Beyond Welcoming Acceptance: Re-envisioning Consultant Education and Writing Center Practices Toward Social Justice for Multilingual WritersChapter 8. Marilee Brooks-Gillies: Embracing Difficult Conversations: Making Antiracist and Decolonial Writing Center Programming VisibleChapter 9. Emma Catherine Perry and Paula Rawlins: Social (Justice) Media: Advocating for Multilingual Writers in a Multimodal WorldPart 3: Professional DevelopmentChapter 10. Alexandra Watkins and Lindsey Ives: Combatting Monolingualism through Rhetorical Listening: A Faculty WorkshopChapter 11. Cristina Sánchez-Martín and Joyce R. Walker: Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical–Cultural Historical Activity Theory (PCHAT) and TranslingualismChapter 12. Kendon Kurzer: Looking Beyond Grammar Deficiencies: Moving Faculty in Economics Toward a Difference-as-Resource Pedagogical ParadigmChapter 13. Shawna Shapiro: AfterwordIndex

Brooke R. Schreiber is an Assistant Professor in the English Department of Baruch College, CUNY, USA.  Her research focuses on second language writing, pedagogy and teacher training, as well as global Englishes and translingualism.Eunjeong Lee is an Assistant Professor in the Department of English at University of Houston, USA. Her research concerns issues of inequities and inequalities in literacy education for multilingual students and politics of language.Jennifer T. Johnson is a Lecturer in the Program in Writing and Rhetoric at Stanford University, USA. Her research focuses on applied linguistics, pedagogy, multimodal communication and the intersection of language and identities.Norah Fahim is a Lecturer in the Program in Writing and Rhetoric and is Associate Director at the Hume Center for Writing and Speaking at Stanford University, USA. Her research areas include narrative inquiry, writing program administration and second language writing.

This landmark volume from a generation of scholars who have come of age during the historic move from monolingual assumptions in the field of composition to multilingual/translingual orientations offers a bridge to those committed to linguistic justice on their campuses. The pedagogically practical chapters provide sound, powerful rationales from scholar teachers who model transformative practices – both pedagogically and methodologically.

• ContributorsChapter 1. Eunjeong Lee, Jennifer T. Johnson, and Brooke R. Schreiber: Introduction: Why Linguistic Justice, and Why Now?Part 1: Translingual and Antidiscriminatory Pedagogy and Practices Chapter 2. Shanti Bruce, Rebecca Lorimer Leonard and Deirdre Vinyard: Locating Linguistic Justice in Language Identity SurveysChapter 3. Zhaozhe Wang: Autoethnographic Performance of Difference as Antiracist PedagogyChapter 4. Rachel Presley: Dis/Locating Linguistic Terrorism: Writing American Indian Languages Back into the Rhetoric ClassroomChapter 5. Kaia L. Simon: Audience Awareness, Multilingual Realities: Child Language Brokers in the First Year Writing ClassroomPart 2: Advocacy in the Writing Center Chapter 6. Sharada Krishnamurthy, Celeste Del Russo and Donna Mehalchick-Opal: Valuing Language Diversity through Translingual Reading Groups in the Writing CenterChapter 7. Hidy Basta: Beyond Welcoming Acceptance: Re-envisioning Consultant Education and Writing Center Practices Toward Social Justice for Multilingual WritersChapter 8. Marilee Brooks-Gillies: Embracing Difficult Conversations: Making Antiracist and Decolonial Writing Center Programming VisibleChapter 9. Emma Catherine Perry and Paula Rawlins: Social (Justice) Media: Advocating for Multilingual Writers in a Multimodal WorldPart 3: Professional DevelopmentChapter 10. Alexandra Watkins and Lindsey Ives: Combatting Monolingualism through Rhetorical Listening: A Faculty WorkshopChapter 11. Cristina Sánchez-Martín and Joyce R. Walker: Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical–Cultural Historical Activity Theory (PCHAT) and TranslingualismChapter 12. Kendon Kurzer: Looking Beyond Grammar Deficiencies: Moving Faculty in Economics Toward a Difference-as-Resource Pedagogical ParadigmChapter 13. Shawna Shapiro: AfterwordIndex