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This book review discusses the importance of teacher-researcher collaboration in developing translanguaging (TL) pedagogies for multilingual students in primary and secondary schools. The editors and authors emphasize the complexity of the collaborative process and the need to challenge the binary positioning of research and practice. The book includes detailed descriptions of TL pedagogies in various educational contexts, such as bilingual classrooms, English-medium environments, and content learning contexts. It also explores the challenges and benefits of integrating TL into different subjects, including STEM. The review suggests that the book is valuable for researchers, scholars, and teachers interested in promoting linguistic equity in educational institutions. [Extracted from the article]

"The Diagnosis of Writing in a Second or Foreign Language" is a comprehensive book that fills a gap in the understanding of diagnosing writing in second or foreign language (SFL) education. The book presents a diagnostic cycle framework that breaks down the diagnostic process into five stages: defining what is to be diagnosed, operationalizing it, conducting diagnostic assessment, designing feedback, and implementing appropriate action. It explores various aspects of writing diagnosis, including writing development, cognitive processes, task characteristics, evaluation methods, and feedback. While the book offers valuable contributions to the field, it falls short in providing a comprehensive framework for assessment design and analysis, as well as guidance for implementing effective classroom diagnosis. Overall, it is recommended for language education professionals, teachers, researchers, and anyone interested in SFL writing. [Extracted from the article]

"Language Learning in Study Abroad: Social, Cultural, and Identity-Related Factors" by Vasilica Mocanu is a book that offers a holistic perspective on study abroad experiences, focusing on the sociolinguistic aspects of language learning and identity formation. The book challenges the narrow focus of previous research on measuring linguistic development and instead explores the complex dynamics of language learning within the study abroad context. Through qualitative and quantitative methodologies, the author uncovers significant findings, including the preference for English and its native speakers, the impact of the Erasmus program on language proficiency, and the evolution of students' identities. The book provides valuable resources for researchers, educators, and practitioners interested in the study abroad setting. However, it could further explore the academic outcomes of the Erasmus program and delve deeper into the qualitative data analysis. [Extracted from the article]

The book "Folklore and nation in Britain and Ireland" edited by Matthew Cheeseman and Carina Hart explores the construction of identity and the role of folklore in contemporary society and politics in Britain and Ireland. The collection features authors from various disciplines, broadening the readership and expanding the discourse on common areas of interest. The book examines the changing sense of Englishness, the co-option of folk culture by different groups, and the ethical questions surrounding digital ethnography. It also explores the appropriation of folklore for nationalist purposes and the need for critical reflection and academic rigor in folklore studies. The collection acknowledges the lack of diversity among the authors and calls for a greater consideration of creative practice in folklore studies. [Extracted from the article]

This book review discusses "Online teaching and learning in higher education: issues and challenges in an African context," edited by Mariam Akinlolu, Manyane Makua, and Nomalungelo Ngubane. The book explores the factors impacting online learning in South African higher education, particularly during and after the COVID-19 pandemic. It addresses issues such as curriculum development, technology infrastructure, innovative teaching methods, and the benefits and challenges of online learning. The studies in the book highlight the potential of online learning to reduce costs and enhance student engagement, but also emphasize the need for improved infrastructure, training for lecturers, and a supportive e-learning culture. [Extracted from the article]

The book "Islands & Cultures: How Pacific Islands Provide Paths toward Sustainability" explores the relationship between island landscapes, human societies, and sustainability. The authors argue that Polynesian islands offer valuable insights into socio-environmental systems and sustainable relationships between islands and island people. The book combines Indigenous and Euroamerican scientific perspectives and includes case studies on islands such as Hawaiʻi, Rapa Nui, Tikopia, and Aotearoa New Zealand. While the book provides a unique Pacific Islander viewpoint, it has been criticized for excluding other Pacific Islander communities and for its limited inclusion of women scholars. [Extracted from the article]

The book "Culturally Responsive Schooling for Indigenous Mexican Students" by William Perez and Rafael Vásquez explores the challenges faced by Indigenous Mexican students and their families when they emigrate to the United States. The authors discuss how these students often lose their languages and cultural identities due to a colonist mindset that favors Spanish and English. The book presents findings from a mixed methods study on Indigenous Mexican adolescents from Mixtec, Zapotec, and P'urhépecha backgrounds, highlighting their psychosocial development, transcultural identity, dynamic multilingualism, and agency/resilience. The authors emphasize the importance of understanding and supporting the identity formation and academic engagement of Indigenous Mexican students in the United States. The book is recommended for teacher education programs, Indigenous studies, Latinx studies, and immigration studies programs. [Extracted from the article]

As both an ELA and history teacher, Block utilizes an interdisciplinary, project-based approach to support students. In his book, Block narrates his experience as a classroom teacher in creating a living democracy via his pedagogical and curricular choices. In listening to and affirming students' experiences, Block aims to create classroom spaces that help students problematize and question inequitable practices. 9780807764176; $34.95 (paperback), ISBN: 9780807764169; $27.96 (ebook), ISBN: 9780807778708. [Extracted from the article]

Additionally, Turner explores how multilingualism is understood and viewed in monolingual-dominant settings, as well as how it is engaged with by students and influenced by institutional structures and pedagogies. Turner, Marianne 2019 Multilingualism as a Resource and a Goal: Using and Learning Languages in Mainstream Schools 1st ed. Turner's focus on English dominance, towards the end of the monograph, is noteworthy in that it suggests educational institutions embrace multilingualism but do not view it with the same regard as they do English. [Extracted from the article]

Overall, the editors Sandmann and Jones created a useful and thoughtful history of the field of higher education community engagement. Community engagement professionals at institutions of higher education must include more diverse viewpoints and work with community partners as both colleagues and partners, in order to not reproduce unilateral knowledge production. Building the Field of Higher Education Engagement: Foundational Ideas and Future Directions: Sandmann, L. R., & Jones, D. O. (Eds.). [Extracted from the article]

As a result of the COVID-19 global pandemic, and the unexpected and urgent shift to online teaching and learning in spring 2020, faculty are inundated with resources to adapt. Published in 2018, I Get Flipped: Using Learning Technologies to Engage Student Learning i by Giovanna Follo presents a series of assignments, corresponding worksheets to guide students, and rubrics to support grading. [Extracted from the article]

The film takes place primarily in Watts, a neighborhood in South Los Angeles where activists, educators, and local students come together to participate in a workshop hosted by I Yo! Soul-Searching, Scribbling, and Finding Your Power: The Value of Testimonio: Film: The Pushouts, directed by Katie Galloway and Dawn Valadez, United States, A Big Pictures Film, 2018, 56 minutes, $129-$559 Rios' story is key to the film and engaging student participants to understand the profound harms they have experienced. [Extracted from the article]

Continuing professional development (CPD) for HE academic staff, through accredited courses for new lecturers, teaching innovation grants, peer review, mentoring and conference attendance, is firmly established practice, engagement with these activities may be essential to career progression. The input of students to CPD, student awareness of, or active engagement with these activities is limited despite the growing emphasis on agendas such as ‘student engagement’ and ‘students as partners’. In this paper, we examine their perceptions of teaching-oriented CPD and the potential contributions of students through interview data collected from eight elected Student Union (SU) Officers. This informs a discussion of the mechanisms by which SU officers can influence teaching-related developments in HE and provide recommendations to enhance future working relationships between SU and providers of CPD. [ABSTRACT FROM PUBLISHER]