Book Review: Cultivating Critical Language Awareness in the Writing Classroom

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Racioling uistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149

Habibi, M., Sukirno, Taufina, Sukma, E., Suriani, A., & Putera, R. F. (2019). Direct writing activity: A strategy in expanding narrative writing skills. Universal Journal of Educational Research, 8(10), 4374–4384. https://doi.org/10.13189/ujer.2020.081003

Hudson, R., & Walmsley, J. (2005). The English Patient: English grammar and teaching in the twentieth century. Journal of Linguistics, 41(3), 593–622. https://doi.org/10.1017/S0022226705003464

Kolln, M., & Hancock, C. (2005). The story of English grammar in United States schools. English Teaching: Practice and Critique, 4(3), 11–31.

Leonard, R. L. (2021). The Role of Writing in Critical Language Awareness. College English, 84(2), 175–198. https://doi.org/https://doi.org/10.58680/ce202131542

Oleksiak, T. (2021). Slow peer review in the writing classroom. Pedagogy, 21(2), 369–383. https://doi.org/https://doi.org/10.1215/15314200-8811551

Shapiro, S. (2022). Cultivating Critical Language Awareness in the Writing Classroom. In Cultivating Critical Language Awareness in the Writing Classroom (1st ed.). Routledge. https://doi.org/10.4324/9781003171751

Sun, Y. (2023). Increasing critical language awareness through translingual practices in academic writing. Journal of English for Academic Purposes, 68(3), 1–14. https://doi.org/https://doi.org/10.1016/j.jeap.2023.101229

Wiggins, G., & McTighe, J. (2005). Understanding by Design (J. Houtz (ed.); 2nd ed.). Association for Supervision and Curriculum Development. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf