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Genesis Barco Medina (PhD ’24), Ellen Cushman, Cherice Escobar Jones (PhD ’24), Tabitha Espina, and Qianqian Zhang-Wu featured in College English

a grid of photos with the College English logo in the bottom right corner and clockwise headshots of Genesis Barco Medina, Ellen Cushman, Cherice Jones, Tabitha Espina, and Qianqian Zhang-Wu

The following English Department members have published their writing in the September 2021 issue of College English:

  1. Qianqian Zhang-Wu, Assistant Professor of English and Director of Multilingual Writing, has published an article titled, “(Re)Imagining Translingualism as a Verb to Tear Down the English-Only Wall: ‘Monolingual’ Students as Multilingual Writers.” Zhang-Wu conceptualizes translingualism as a verb with four components: “understanding the subjectivity of grammar, de-nominalizing translingualism, broadening the scope to all, and positioning othered codes in parallel with English,” drawing upon empirical data from classroom-based research to visualize this model.
  2. Tabitha Espina, Postdoctoral Teaching Associate in English, has published an article titled, “Ali’e and Asi’i: Unsettling the Rhetorics of Filipinos on Guåhan.” The article explores how Filipinos on Guåhan “enunciate themselves on matters of self, community, and politics,” moving toward possibilities for resistance through language and literacy and acting in solidarity with the indigenous CHamoru people for political self-determination.
  3. Ellen Cushman, Professor of English and Dean’s Professor of Civic Sustainability, has published the introduction to this journal issue, co-written with Damián Baca and Romeo Garcia. The article, titled, “Delinking: Toward Pluriversal Rhetorics,” uses a decolonial lens to invite scholars to leave behind “cultural rhetorics” in favor of moving towards “pluriversal rhetorics,” an “inclusive, collective praxis on knowledge making.”
  4. Cherice Escobar Jones (PhD ’24) and Genesis Barco Medina (PhD ’24) have published an article titled, “Teaching Racial Literacy through Language, Health, and the Body: Introducing Bio-racial Rhetorics in the Writing Classroom.” This article explores the use of bio-racial rhetorics first in medical and scientific research and then in the writing classroom as a tool for deepening students’ racial literacy.

Access these articles on the National Council of Teachers of English (NCTE) website.

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