Assistant Professor of Arabic
- Email: firstname.lastname@example.org
- Office: Ortega 309
- Hours: T 12:30-1:30, Th 11:00-12:00 and by appt.
Emma Trentman is an Applied Linguist whose research focuses on language and intercultural learning in the classroom and during study abroad. She is particularly interested in identity negotiation, multilingual practices, the acquisition of sociolinguistic competence, and genre-based pedagogies. Emma teaches all levels of Arabic classes, and directs the STARTALK Arabic Summer program. She was a 2017 recipient of the UNM New Teacher of the Year Award for tenure-track faculty.
Trentman, E. (2017). Oral fluency, sociolinguistic competence, and language contact: Arabic learners studying abroad in Egypt. System, 69, 54-64. doi:10.1016/j.system.2017.08.007
Trentman, E. (2017). Study Abroad Arabic Programs: Issues of concern, Research and Future directions. In Wahba, K., England L., and Taha, Z. (Eds). Handbook for Arabic Language Teaching Professionals in the 21st Century. Vol 2. New York: Routledge.
Diao, W. & Trentman, E. (2016). Politicizing Study Abroad: Learning Arabic in Egypt and Mandarin in China. L2 Journal, 8, 31-50.
Trentman, E. (2015). Arabic heritage learners abroad: Language use and identity negotiation. Al-Arabiyya, 48, 141-156
Trentman, E. (2015). Negotiating gendered identities and access to social networks during study abroad in Egypt. In R. Mitchell, N. Tracy-Ventura, and K. McManus (Eds.), Social Interaction, Identity and Language Learning during Residence Abroad. EUROSLA monograph series, 263-280.
Trentman, E. (2013). Imagined communities of language learners during study abroad: Arabic learners in Egypt. Foreign Language Annals, 47, 545-564.
Trentman, E. (2013). Arabic and English during study abroad in Cairo, Egypt. The Modern Language Journal, 97, 457-473.
Trentman, E. (2011). L2 Arabic dialect comprehension: Empirical evidence for the transfer of familiar dialect knowledge to unfamiliar dialects. L2 Journal, 3, 22-49.