Monica Shank Lauwo
Biographic Data
| ID | 5997873 |
|---|---|
| NAME | Monica Shank Lauwo |
| GIVEN NAMES | Monica Shank |
| FAMILY NAME | Lauwo |
| SIGNATURE | LAUWO M S |
| AFFILIATIONS | McGill University Montreal Canada |
| ORCID | 0000-0002-3663-8087 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Critical Multilingual Language Awareness, Antiracism, and Raciolinguicized Subjectivities in Teacher Education
Race and language collaborate in structuring educational inequities, creating urgency for teacher education to equip all teachers to equitably serve racialized multilinguals as antiracist language educators. Emphasizing the inseparability of racial and linguistic justice, this article examines teacher candidates' (TCs') learning journeys relating to critical multilingual language awareness (CMLA) and antiracism. It responds to calls for critical …
Reconceptualizing literacy and disrupting Whiteness
Multiliteracies autobiographies offer generative spaces for teacher candidates to cultivate antiracism, practice critical reflexivity, and reimagine pedagogical possibilities for literacy education. • Through the three-part multiliteracies autobiographies, teacher candidates worked to denaturalize taken-for-granted notions of literacy, to de-silence race, and to centre linguistic diversity, equity, and antiracism in their pedagogical designs. • C…
Identity, Language Learning, and Teacher Education
In the field of applied linguistics, early interest in identity focused on language learners and language learning, which has expanded to include language teaching and language teacher identity. There is now emerging interest in identity and language teacher education, including language teacher educator identity. In the first section of this article, we discuss the changing conceptions of identity in applied linguistics, and its relationship to …
Language ideologies in multilingual Tanzania
Language ideologies shape ways in which different learners’ linguistic repertoires are positioned as resources or problems, with significant implications for educational access and equity. In Tanzania, tensions between the national language of Kiswahili and high-status English have given rise to two parallel schooling systems, while 130+ local languages are effectively muted in formal schooling. This comparative study explores how Maa (Maasai lan…
Language ideologies in multilingual Tanzania
Language ideologies shape ways in which different learners’ linguistic repertoires are positioned as resources or problems, with significant implications for educational access and equity. In Tanzania, tensions between the national language of Kiswahili and high-status English have given rise to two parallel schooling systems, while 130+ local languages are effectively muted in formal schooling. This comparative study explores how Maa (Maasai lan…
Language ideologies in multilingual Tanzania
Language ideologies shape ways in which different learners’ linguistic repertoires are positioned as resources or problems, with significant implications for educational access and equity. In Tanzania, tensions between the national language of Kiswahili and high-status English have given rise to two parallel schooling systems, while 130+ local languages are effectively muted in formal schooling. This comparative study explores how Maa (Maasai lan…
Identity, Language Learning, and Teacher Education
In the field of applied linguistics, early interest in identity focused on language learners and language learning, which has expanded to include language teaching and language teacher identity. There is now emerging interest in identity and language teacher education, including language teacher educator identity. In the first section of this article, we discuss the changing conceptions of identity in applied linguistics, and its relationship to …
Reconceptualizing literacy and disrupting Whiteness
Multiliteracies autobiographies offer generative spaces for teacher candidates to cultivate antiracism, practice critical reflexivity, and reimagine pedagogical possibilities for literacy education. • Through the three-part multiliteracies autobiographies, teacher candidates worked to denaturalize taken-for-granted notions of literacy, to de-silence race, and to centre linguistic diversity, equity, and antiracism in their pedagogical designs. • C…
Critical Multilingual Language Awareness, Antiracism, and Raciolinguicized Subjectivities in Teacher Education
Race and language collaborate in structuring educational inequities, creating urgency for teacher education to equip all teachers to equitably serve racialized multilinguals as antiracist language educators. Emphasizing the inseparability of racial and linguistic justice, this article examines teacher candidates' (TCs') learning journeys relating to critical multilingual language awareness (CMLA) and antiracism. It responds to calls for critical …
EFL/ESL Teaching and Learning (3 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Sociology (3 works) · Critical Race Theory in Education (2 works) · Gender Studies (2 works) · Ideology (2 works) · Multilingualism (2 works) · Psychology (2 works) · Second Language Learning and Teaching (2 works)