A highly practical and engaging resource for current and future teachers, 58-IN-MIND describes and demonstrates theoretically-driven, research-based, and classroom-tested best practices for using American Sign Language and English in instruction across the curriculum. The multilingual and multimodal instructional strategies presented here are embedded in approaches that aid learning and foster well-being. This book will support teachers in creating meaningful educational experiences for Deaf students in all grades, from early childhood education through high school.

Each chapter is written by a team of researchers and P–12 teachers with at least one Deaf coauthor. With seventy-five percent of the authors being Deaf, this is the first teaching methods book to harness the expertise of Deaf professionals at this level, highlighting their vital role in Deaf education and in shaping inclusive and effective learning environments. This book meets the need for a resource that recognizes the diversity of Deaf students by creating space in the classroom to honor their home/heritage languages, cultures, races, genders, abilities, hearing levels, and other multiple and intersecting identities. Written in a conversational tone, the book includes core recommendations for instruction of the targeted subject area, examples of key strategies, lessons and real stories from those working in the field, suggestions for practice, and recommended resources.

“58-IN-MIND” in the title refers to the version of the ASL sign "stick" that is made on the forehead, which is equivalent to the English idiom “to stick in one's mind.” As in, when students learn in a culturally responsive manner, the learning is likely to stick. The title also alludes indirectly to the collective aspirations of the chapter authors that the practices discussed in the book will also stick in the readers’ minds, and thus have a transformative impact on the way Deaf students are taught.

This publication aims to support the effort to create transformative changes within Deaf education teacher training programs in the United States and Canada. It is a critical time to reexamine these programs and ensure the provision of the highest quality education to prepare future teachers to meet the needs of Deaf students in today’s increasingly multilingual and multimodal climate. Deaf education teacher preparation programs need to understand the multiple and intersecting identities of their students to be able to provide education that is equitable for all. Programs that approach Deaf education through a multilingual lens are in a better position to produce teachers who are knowledgeable about the diverse language and cultural needs of Deaf students. The guidelines set forth in this volume can be used to help develop new undergraduate and graduate teacher training programs or to transition an existing program.

The key goals and anticipated outcomes of this volume are:

• to increase the number of multilingual Deaf education teacher preparation programs;
• to increase the number of fluent language and cultural models for Deaf children in varying educational environments;
• to increase the number of high quality teachers with competencies in multilingual strategies; 
• to increase collaboration between teacher training programs; and
• to increase research and professional development focused in multilingual pedagogies.

Multilingual Writing in Entanglement offers deep, behind-the-scenes insight into multilingual writing processes through ethnographically constructed case studies of two Chinese international students navigating first-year writing assignments. Drawing on fungi studies to develop ecology-informed metaphors, Xiqiao Wang traces how these students’ writing unfolds alongside multilingual living, revealing the thickets of relationships with both human participants (peers, teachers, writing consultants) and nonhuman elements (trees, rivers, digital texts, writing technologies) that create opportunities for negotiating across differences.

This longitudinal qualitative study follows Morgan and Leo through their undergraduate careers, collecting rich ethnographic data across private, academic, and digital spaces. The resulting theoretical framework conceptualizes multilingual writing as simultaneously strategic, agentive, creative, diffused, contingent, and messy—a phenomenon shaped by dynamic interplay between ephemeral encounters and established practices. Employing chronotopic figuring as a methodological tool, Wang illuminates aspects of multilingual writing often elided in research: fleeting encounters that energize composition, reciprocal relationships that distribute writing labor, unexpected detours that redirect the writing process, and the layering of writing and identity practices across multiple historical trajectories. This approach moves beyond examining writing in isolated moments to trace how meaning emerges across languages, modes, and spacetimes.

Multilingual Writing in Entanglement offers crucial insights into how international students strategically and improvisationally reconfigure their semiotic and rhetorical repertoires to write multilingual lives into meaning. This work is influential for scholars and educators in composition, literacy studies, multilingual education, ESL, and linguistics.

Racing Translingualism provides both theoretical and pedagogical reconsiderations of the translingual approach to language diversity by addressing the intersections of race and translingualism.
 
This collection extends the disciplinary conversations about translingualism by foregrounding the role race and racism play in the construction and maintenance of language differences. In doing so, the contributors examine the co-naturalization of race and language in order to theorize a race-conscious translingual praxis. The book begins by offering generative critiques of translingualism, centering on the ways in which the approach’s democratic orientation to language avoids issues of race, language, and power and appeals to colorblind racist tropes of equal opportunity. Following these critiques, contributors demonstrate the important intersections of race and translingualism by drawing upon voices typically marginalized by monolingual language ideologies and pedagogies. Finally, Racing Translingualism concludes by attending to the pedagogical implications of a race-conscious translingual praxis in writing and literacy education.
 
Making the case for race-conscious, rather than colorblind, theories and pedagogies, Racing Translingualism offers a unique take on how translingualism is theorized and practiced and moves the field forward through its direct consideration of the links between language, race, and racism.
 
Contributors: Lindsey Albracht, Steven Alvarez, Bethany Davila, Tom Do, Jaclyn Hilberg, Bruce Horner, Aja Martinez, Esther Milu, Stephanie Mosher, Yasmine Romero, Karen Rowan, Rachael Shapiro, Shawanda Stewart, Brian Stone, Victor Villanueva, Missy Watson

Translingual and Transnational Graduate Education in Rhetoric and Composition investigates the implications of composition studies’ changing terminological and ideological landscape around language and nation for the professionalization of future university writing teacher-scholars. As the collection editors argue, incorporating translingual and transnational theories into graduate pedagogy and curricular structures is necessary if they are to shape professional practices in rhetoric and composition  long term.
 
Contributors to the collection articulate the need for translingual and transnational sensibilities in rhetoric and composition graduate programs in light of the material conditions of graduate students’ lives and labor. They further present pathways for rethinking the design of graduate-level coursework, foreign language learning policies and labor, mentoring practices, writing teacher and writing center tutor training, and other professionalization initiatives. Offering a range of conceptually and empirically driven pieces, the collection brings together the voices and lived experiences of graduate students, faculty advisors, and administrators involved in the constant, necessary reworking of rhetoric and composition graduate education in a variety of institutional locales.
 
Translingual and Transnational Graduate Education in Rhetoric and Composition provides inspiration for graduate programs working to enact well-grounded curricular and pedagogical changes to counter the long-standing effects of the dominant racist and monolingualist ideologies in higher education generally, and rhetoric and composition studies specifically.
 
Contributors: Lucía Durá, Patricia Flores, Joe Franklin, Moisés Garcia-Renteria, Bruce Horner, Aimee Jones, Corina Lerma, Kate Mangelsdorf, Brice Nordquist, Madelyn Pawlowski, Christine Tardy, Amy Wan, Alex Way, Anselma Widha Prihandita, Joe Wilson, Xiaoye You, Emily Yuko Cousins, Michelle Zaleski