Monica Shank Lauwo
SHE/HER
University of British Columbia
Canada
Monica Shank Lauwo is a PhD candidate in Language and Literacy Education at the University of British Columbia. She is the founder and director of Cheche Community Library, a multilingual learning centre in Northern Tanzania. As an educator, teacher educator, and researcher, she is centrally interested in ways in which language and literacy can be mobilized to disrupt inequitable systems of power, and to support antiracist, decolonial struggles. Her work in diverse contexts in Tanzania, Kenya, and Canada has explored possibilities for multilingual/translanguaging pedagogies that centre learners’ full linguistic, cultural, and semiotic repertoires. Her current doctoral work examines possibilities for centring linguistic diversity and antiracism in preservice teacher education. Her overarching research interests include translanguaging, multiliteracies, identity, teacher education, critical literacy, and language ideologies, in East Africa and Canada.
Presentation Clip
Publications
Shank Lauwo, M. (2022). Language ideologies in multilingual Tanzania: Parental discourses, school realities, and contested visions of schooling. Journal of Multilingual and Multicultural Development, 43(7), 679-693. https://doi.org/10.1080/01434632.2020.1760286
Shank Lauwo, M., Accurso, K., & Rajagopal, H. (2022). Plurilingualism, equity, and preservice teacher identity: Centring [linguistic] diversity in teacher education. TESL Canada Journal, 38(2), 113–139. https://doi.org/10.18806/tesl.v38i2.1359
Shank Lauwo, M. (2021). Literacies and translanguaging in Africa: A critical review of sociocultural perspectives. Southern African Linguistics and Applied Language Studies, 39(2), 210-224. https://doi.org/10.2989/16073614.2021.1934051
Shank Lauwo, M. (2018). Power, literacy engagement, and polyphonic identities: Translanguaging in a Tanzanian community library. Southern African Linguistics and Applied Language Studies, 36(2): 133-146. https://doi.org/10.2989/16073614.2018.1495569.
Shank, M. (2016). Imagination, Waldorf, and critical literacies: Possibilities for transformative education in mainstream schools. Reading and Writing, 7(2), a99. https://doi.org/10.4102/rw.v7i2.99.
Shank, M. (2014). Literacy for liberation: Use of literature circles in Kenyan primary schools. International Journal of Literacy and Development, 1(1), 119-125.
BOOK CHAPTERS
Shank Lauwo, M., & Norton, B. (forthcoming). Identity, language learning, and teacher education. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics (2nd edition). Hoboken: Wiley.
Norton, B. & Shank Lauwo, M. (forthcoming). Identity. In Li Wei (Ed.), Routledge Handbook of Applied Linguistics. London: Routledge.
Shank Lauwo, M., & Norton, B. (2023). Translanguaging and identity across global sites. In R. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (4th Edition) (pp. 148-158). Elsevier.
Shank Lauwo, M., & Loth Mollel, U. (2022). Neoliberalism, transformation, and educational imperatives in tension: A duoethnography of collaboration and contestation in a Tanzanian community library. In A. Gagné, A. Kalan, & S. Herath (Eds.), Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences. Peter Lang.
Shank Lauwo, M. (2021). Translanguaging, multimodality, and authorship: Cultivating creativity and critical literacies through multilingual education in Tanzania. In E.J. Erling, J. Clegg, C.M. Rubagumya, & C. Reilly (Eds.), Multilingual learning and language supportive pedagogies in Sub-Saharan Africa. London: Routledge.
Marom, L., Locher-Lo, C., Martin-Ko, A., Shank Lauwo, M., Sun, Z., & Yaro, K. (2021). Teaching and teacher education in an era of superdiversity: Challenges and opportunities. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education: Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities. New York: Routledge.
Shank Lauwo, M. (2019). Ubuntu translanguaging and social justice: Negotiating power and identity through multilingual education in Tanzania. In N. Avineri, L. R. Graham, E. Johnson, R. Riner, & J. Rosa (Eds.), Language and social justice in practice (pp. 88-96). New York: Routledge.
Contact
Email: monica.shanklauwo@ubc.ca