Associate Professor of Arabic
- Email: firstname.lastname@example.org
- Office: Ortega 309
- Hours: TTh 11:00-12:00 in Ortega 124 and by appt.
Emma Trentman is an Applied Linguist whose research focuses on language and intercultural learning in the classroom, virtual exchange, and study abroad. She is particularly interested in the role of language ideologies in language learning, multilingual approaches, identity negotiation, and genre-based pedagogies. Emma teaches all levels of Arabic classes, and directs the STARTALK Arabic Summer program. She is co-editor of the Critical Multilingualism Studies Journal. In 2017, she was a recipient of the UNM New Teacher of the Year Award for tenure-track faculty.
Trentman, E. (2021). Reframing monolingual ideologies in the language classroom: Evidence from Arabic study abroad and telecollaboration. In Dupuy, B. and Mitchelson, K. (Eds). Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education. Boston, MA: Cengage Learning.
Trentman, E. (2018). Developing a genre-based curriculum to teach Arabic diglossia. In Al-Batal, M. (Ed.), Arabic as One Language (pp. 114-133). Washington, DC: Georgetown University Press.
Trentman, E. (2018). Research-based interventions for language and intercultural learning. In Al-Hawary, M. (Ed.). Handbook of Arabic Second Language Acquisition (pp.303-327). New York: Routledge.
Trentman, E. (2018). 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.
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.