rhetoric of food science, transcultralism, translingualism
Julia Kiernan’s research is intimately tied to her teaching experiences, and is seated in action research. She strives to create learning environments where students become practiced in reading and writing texts as globalized documents. Focusing on transcultural and translingual expectations and the rhetoric surrounding these expectations requires students to recognize the globalization of audience, and to consider the range of cultures and languages that their writing must be able to engage with. Focusing on cultural and linguistic practices—as well as the rhetorics surrounding these practices—creates spaces for students to recognize their own individualities as well as those of their peers, fostering meaningful relationships and new ways for students to engage in academic work.
Kiernan, Julia. ?Translation Narratives: Engaging Second Language Learners in Translingual Writing Practices.? Academic Biliteracies: Translanguaging and Multilingual Repertoires in Higher Education Settings. Eds. David M. Palfreyman and Christa van der Walt. Publisher TBA. 2015.
Kiernan, Julia. ?Immigrant Mosaics: Advancing Multilingual Education in Canadian Post-Secondary Settings.? Transitions and Disruptions: Resident Multilingual Students Writing in High Schools, Vocational Schools, and Colleges. Eds. Christina Ortmeier-Hooper and Todd Ruecker. Publisher TBA. 2015.
Kiernan, Julia. ?An Analysis of the Canadian Mosaic: Language Usage Among Immigrant Post-Secondary Students.? World Journal of English Language. 4.2 (2014): 21-29.
Kiernan, Julia. ?The Canadian Context: Monolingual Education in an ?Officially? Multilingual Country.? The Reading Matrix. Special Edition: Second Language Acquisition and Multilingual Communities. 11.1 (2011): 16-33.
Rogers, Scott, Ryan Trauman, and Julia Kiernan. ?Designing for Discussion: Using Multimodal Student Texts in the First-Year Writing Classroom.? Teaching with Student Texts. Eds. Joseph Harris, John Miles, and Chuck Paine. Logan: University of Utah Press. 2011. 200-209.