Emma Trentman 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. Emma teaches all levels of Arabic classes, as well as the Languages Capstone class. 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.

Selected Publications:

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.

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.