Radicalizing Literacies and Languaging: A Framework toward Dismantling the Mono-Mainstream Assumption

Acknowledgments
Contents
List of Figures
List of Tables
1 Dismantling the Mono-Mainstream Assumption
	Sociopolitical Context
	Our Positionalities
		Ale’s Journey
		Mandy’s Journey
		Our Joint Work
	Constructs of the Book
		Truth
		The Mono-Mainstream Assumption
		Mono-, Bi-, Multi-, and Trans-Views of Literacies and Languaging
	The Need for a Paradigmatic Shift
	Goal of the Book
	References
2 Literacies
	From Literacy to Literacies and Multiliteracies to Transliteracies
	Home and Community Literacies
		Family Literacies
		Funds of Knowledge
		Language Brokering
		Local Literacies
		Summary
	School Literacies
		Academic Language and Literacies
		Disciplinary Literacies
		Summary
	Digital & Multimodal Literacies
		Transnational Digital Literacies
		Social Networking Literacies
		(Critical) Media Literacy
		Visual and Music Literacies
		Summary
	To Be Seen Literacies
		Black Girl Literacies
		Urban and Hip-Hop Literacies
		Resistance Literacies
		Summary
	Global Literacies
		Cosmopolitan and Critical Global Literacies
		Racial Literacies
		Transnational, Border, and Nepantlera Literacies
		Biliteracy/Biliteracies: Merging Literacy and Language Research
		Summary
	Summary of Literacies
	References
3 Languaging
	Languaging and Race Languaging
	Bilanguaging
	Translanguaging and Related Terms
		Translanguaging as Ideology, Theory, and Sociocultural Reality
		Translanguaging as Pedagogy and Political Project
		Code-switching
		Code-meshing
		Polylanguaging/Polylingual Practices
		Plurilingualism
	Translanguaging Across the Educational Landscape
		Translanguaging in Early Childhood
		Translanguaging in Elementary School
		Translanguaging in Secondary Settings
		Translanguaging in Higher Education
	Conclusion
	References
4 Critical Sociocultural Lens
	Overview of Our Critical Sociocultural Lens
		Understandings of “Critical”
		Understandings of “Sociocultural”
		An Example from Bilingual Education
	Radicalizing with Raciolinguistics
		Racialized Linguistic “Others”: L-TELs, HSs, and SELs
		The White Listening Subject
		Applying a Raciolinguistic Perspective
	Bourdieu’s Reflexive Sociology
		Thinking Tools
			Capital
			Habitus
			Field
			Doxa and Extraordinary Discourse
		Critiques
	Transitioning Transdisciplinary Theory to Transformative Practice
		Testimonios/Sakshi
			Testimonio as Process Demanding Reflexive Action
			Testimonio as Product Toward Transformative Justice
		Limitations
	References
5 Mia: A Passionate Pre-Service Bilingual Teacher
	Relationship and Language Choices
	Testimonio
		Early Years in Mexico
		Coming to the U.S.
		Middle School and High School
		College to Present
		Wanting to Be a Bilingual Teacher
	Literacies and Languaging
		(Re)Integrated Biliteracies
		Race Languaging as Digital Resistance Literacies
		Language Brokering as Critical Multilingual Language Awareness
	Mia’s Mono-to-Trans Progression
		Mia from a Mono-Lens
		Mia from a Bi-/Multi-Lens
		Mia from a Trans-Lens
	References
6 Angélica: A Spanish/English Dual Language Graduate
	Relationship and Language Choices
	Testimonio
		Early Years and Elementary School
		Middle and High School
		A Bilingual Identity and Investment Turning Point
	Literacies and Languaging
		Resistance Literacies as a Means of Advocacy Languaging
		Critical, Multilingual Family Literacies to Support Race Languaging
		Language Brokering as Cosmopolitan Literacies
	Angélica’s Mono-to-Trans Progression
		Angélica from a Mono-Lens
		Angélica from a Bi-/Multi-Lens
		Angélica from a Trans-Lens
	References
7 Carmen Elvira: An Adult ESL Student (and Teacher) Newly Arrived from Mexico
	Relationship and Language Choices
	Testimonio
		Early Years
		Starting a Family
		Coming to the U.S
		ESL Class
		Becoming a Language Teacher
	Literacies and Languaging
		Resistance Literacies as Cultural Languaging
		Digital Literacies as Resistance Languaging
		Cosmopolitan Literacies as Transnational Languaging
	Carmen Elvira’s Mono-to-Trans Progression
		Carmen Elvira from a Mono-Lens
		Carmen Elvira from a Bi-/Multi-Lens
		Carmen Elvira from a Trans-Lens
	References
8 Chitra: A 2nd-Generation Persian Teacher in a Spanish/English Dual Language Class
	Relationship and Language Choices
	Sakshi/Testimonio
		Heritage and Early Years
		Childhood
		High School and College
		Present Day English as a Second Language/Dual Language Teacher
	Literacies and Languaging
		Family and Local Literacies Demonstrated Through Translanguaging
		Subaltern Literacies Grow into Emergent Resistance Literacies
		Leveraging Academic Literacies to Support Hidden (Cultural/Linguistic) Literacies
	Chitra’s Mono-to-Trans Progression
		Chitra from a Mono-Lens
		Chitra from a Bi-/Multi-Lens
		Chitra from a Trans-Lens
	References
9 A Critical Sociocultural Cross-Case Analysis
	Capital
		Linguistic Capital
		Social Capital
			Familial Capital
			Aspirational Capital
			Resistance Capital
		Economic Capital
	Fields
		Family
		Community/Cultural Groups
		Mainstream
	Habitus
		Privilege and Liminality
		Investment and Ideologies
	Conclusion
	References
10 Radical Response That Challenges the Status Quo
	The Need to Turn
		The Multilingual Turn
		The Dynamic Turn
		The Mono-to-Trans Turn
	Armed Love: The Central Connector
	The Potential for Radicalization
		Radical Reflexivity
		Radical Research
		Radical Pedagogy
		Radical Policy
	Conclusion
	References
Index