Emma Trentman is an Associate Professor of Arabic and Director of the Language Learning Center. She is an Applied Linguist whose research examines language learning during study abroad, virtual exchange, and in the language classroom, with a focus on language ideologies and multilingual approaches. She is co-editor of Language Learning in Study Abroad: The Multilingual Turn (Multilingual Matters, 2021), and her research has appeared in various journals and edited collections including The Modern Language Journal, Foreign Language Annals, The L2 Journal, Study Abroad Research, and System. She teachers Arabic classes and the Languages Capstone class. She is co-editors of the Critical Multilingualism Studies Journal.

Selected Publications:

Azaz, M. & Trentman, E. (Eds). (2024). Special Issue: Multilingual Approaches to Language Learning: Perspectives form Arabic as a Multidialectal Language. Critical Multilingualism Studies, 11 (1).

Quan, T., Diao, W., & Trentman, E. (2023). Returning to Normal?: Reimagining Study Abroad and Language Learning for a Sustainable and Equitable Future. L2 Journal, 15(2). Trentman, E. (2022). Addressing the ideologies of study abroad: Views from the U.S. Context.

In McGregor, J., and Plews, J. (Eds). Designing Second Language Study Abroad Research: Critical Reflections on Methods and Data (pp. 89-109). Palgrave Macmillan.

Trentman, E. (2021). Arabic study abroad: Critical contextualization and research-based interventions. In Ryding, K., and Wilmsen, D. (Eds). Cambridge Handbook of Arabic Linguistics (pp. 106-126). Cambridge University Press.

Diao, W., and Trentman, E. (Eds.) (2021). Language Learning in Study Abroad: The Multilingual Turn. Multilingual Matters.

Trentman, E. (2021a). Monolingual expectations and plurilingual realities in Arabic study abroad. In Diao, W. and Trentman, E. (Eds). Language Learning in Study Abroad: The Multilingual Turn (pp.97-120). Multilingual Matters.

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., & Shiri, S. (2020). The mutual intelligibility of Arabic dialects: Implications for the classroom. Critical Multilingualism Studies, 8, 104-134.

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.