[Edling] New edited volume - Multilingual Perspectives on Translanguaging

[Jeff MacSwan via Edling]

Dear colleagues,

I’m very pleased to announce a new edited volume. Please see attached for
details.

Jeff



~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Jeff MacSwan, PhD

Professor, Applied Linguistics and Language Education

Co-Director, Multilingual Research Center

Department of Teaching and Learning, Policy and Leadership

University of Maryland

3942 Campus Drive, Room 2223

College Park, MD 20742

URL: http://www.terpconnect.umd.edu/~macswan/

Editor, *International Multilingual Research Journal
<http://www.tandfonline.com/toc/hmrj20/current>*

Pronouns: he/him/his



*Recent Publications:*



MacSwan, J. (Ed.) (Forthcoming). *Multilingual Perspectives on
Translanguaging. *Bristol, UK: Multilingual Matters.



MacSwan, J. & C. J. Faltis (eds.). (2020). *Codeswitching in the Classroom:
Critical Perspectives on Teaching, Learning, Policy, and Ideology
<https://www.routledge.com/Codeswitching-in-the-Classroom-Critical-Perspectives-on-Teaching-Learning/MacSwan-Faltis/p/book/9781138225060>*.
New York:  Routledge.



MacSwan J. (2020). Translanguaging, language ontology, and civil rights
<http://www.terpconnect.umd.edu/~macswan/MacSwan2020-WE.pdf>. *World
Englishes*, 1–13. ttps://doi.org/10.1111/weng.12464



MacSwan, J. (2019). Academic language as standard language ideology: A
renewed research agenda for asset-based language education
<http://www.terpconnect.umd.edu/~macswan/MacSwan2018LTR.pdf>. *Language
Teaching Research.*  DOI: 10.1177/1362168818777540



MacSwan, J., Thompson, M., Rolstad, K., McAlister, K., & Lobo, G. (2017). Three
theories of the effects of language education programs: An empirical
evaluation of bilingual and English-only policies
<http://www.terpconnect.umd.edu/~macswan/macswanetal2017.pdf>. *Annual
Review of Applied Linguistic*s, 37, 218-240. DOI: 10.1017/S0267190517000137



MacSwan, J. (2017). A multilingual perspective on translanguaging
<http://www.terpconnect.umd.edu/~macswan/macswan2017.pdf>. *American
Educational Research Journal*, 53(1), 54(1), 167–201. DOI:
10.3102/0002831216683935
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