- Table View
- List View
Crossing Divides: Exploring Translingual Writing Pedagogies and Programs
by Bruce Horner and Laura TetreaultTranslingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy
Crossing Gender in Shakespeare: Feminist Psychoanalysis and the Difference Within (Routledge Studies In Shakespeare Ser. #3)
by James W. StoneIn this book, Stone effects a return to gender, after many years of neglect by Twenty-First-Century critics, via a methodology of close reading that foregrounds moments of sexual decentering and disequilibrium within the text and in the interstices of the dialogue between Shakespeare and his critics. Issues addressed range from the cross dressing of Viola and Imogen to the cross gartering of Malvolio, the sound of "un" and the uncanny lyric narcissism of Richard II, Hamlet’s misogyny, androgyny, and the poison of marital/political "union," Othello’s fears of impotence, rumors of Antony’s emasculation versus the militant yet nurturing triumphalism of Cleopatra’s suicide, and Posthumus’s hysterical reaction to the "woman’s part" in himself and his compensatory fantasies of parthenogenesis. Stone unpacks ideologically powerful but unsustainable male claims to self-identity and sameness, set over against man’s type-gendering of women as the origin of divisive sexual difference, discord, and the dissolution of marriage. Men who blame women for the difference that divides and weakens their sense of unity and sameness to oneself are unconscious that the uncanny feminine is not outside the masculine, its reassuring canny opposite; it is inside the masculine, its uncanny difference from itself.
Crossing Into America: The New Literature of Immigration
by S. Shankar Louis MendozaThis outstanding collection captures the diverse voices of the new literature of American immigration. Bringing together beautiful writing from celebrated authors such as Sandra Cisneros, Jamaica Kincaid, Maxine Hong Kingston, and Chang-Rae Lee, Crossing into America fills the literary void in public discussion about immigration. Since the immigration reforms of 1965 removed many of the racial barriers in American immigration laws, a new wave of immigrants has visibly transformed a society that has long prided itself on being a nation of immigrants. Crossing into America includes stories and memoirs of writers born in Mexico, Kashmir, the Philippines, South Africa, and Romania, as well as poignant reflections on the immigrant experience by the children of immigrants. This book follows these newest arrivals--from their home countries through their engagement with America--and also includes an accessible history of immigration policy, cartoons, newspaper stories, and a section of conversations with activists, journalists, and scholars working on the front lines of our immigration battles.
Crossing Ocean Parkway
by Marianna D. TorgovnickGrowing up an Italian-American in the Bensonhurst neighborhood of New York city, Marianna De Marco longed for college, culture, and upward mobility. Her daydreams circled around WASP (White Anglo Saxon Protestant) heroes on television--like Robin Hood and the Cartwright family--but in Brooklyn she never encountered any. So she associated moving up with Ocean Parkway, a street that divides the working-class Italian neighborhood where she was born from the middle-class Jewish neighborhood into which she married. This book is Torgovnick's unflinching account of crossing cultural boundaries in American life, of what it means to be an Italian American woman who became a scholar and literary critic. Included are autobiographical moments interwoven with engrossing interpretations of American cultural icons from Dr. Dolittle to Lionel Trilling, The Godfather to Camille Paglia. Her experiences allow her to probe the cultural tensions in America caused by competing ideas of individuality and community, upward mobility and ethnic loyalty, acquisitiveness and spirituality.
Crossing Ocean Parkway
by Marianna De Marco TorgovnickGrowing up an Italian-American in the Bensonhurst neighborhood of New York city, Marianna De Marco longed for college, culture, and upward mobility. Her daydreams circled around WASP (White Anglo Saxon Protestant) heroes on television—like Robin Hood and the Cartwright family—but in Brooklyn she never encountered any. So she associated moving up with Ocean Parkway, a street that divides the working-class Italian neighborhood where she was born from the middle-class Jewish neighborhood into which she married. This book is Torgovnick's unflinching account of crossing cultural boundaries in American life, of what it means to be an Italian American woman who became a scholar and literary critic. Included are autobiographical moments interwoven with engrossing interpretations of American cultural icons from Dr. Dolittle to Lionel Trilling, The Godfather to Camille Paglia. Her experiences allow her to probe the cultural tensions in America caused by competing ideas of individuality and community, upward mobility and ethnic loyalty, acquisitiveness and spirituality.
Crossing Ocean Parkway: With a New Afterword
by Marianna De Marco TorgovnickGrowing up an Italian-American in the Bensonhurst neighborhood of New York city, Marianna De Marco longed for college, culture, and upward mobility. Her daydreams circled around WASP (White Anglo Saxon Protestant) heroes on television—like Robin Hood and the Cartwright family—but in Brooklyn she never encountered any. So she associated moving up with Ocean Parkway, a street that divides the working-class Italian neighborhood where she was born from the middle-class Jewish neighborhood into which she married. This book is Torgovnick's unflinching account of crossing cultural boundaries in American life, of what it means to be an Italian American woman who became a scholar and literary critic. Included are autobiographical moments interwoven with engrossing interpretations of American cultural icons from Dr. Dolittle to Lionel Trilling, The Godfather to Camille Paglia. Her experiences allow her to probe the cultural tensions in America caused by competing ideas of individuality and community, upward mobility and ethnic loyalty, acquisitiveness and spirituality.
Crossing Over: Teaching Meaning-centered Secondary English Language Arts
by Harold M. FosterThis text for secondary preservice and in-service English language arts teachers offers a rationale for meaning-centered English language arts teaching and practical strategies for application. Its goal is to provide readers with an understanding of the issues involved in English teaching and specific examples of how to apply this understanding to classrooms. Teaching strategies are presented through a series of stories depicting teachers from a variety of settings practicing their craft with secondary students. Features: *A solid introduction and interesting personal narratives introduce the issues and ideas involved in English language arts teaching. *Case studies based on actual teachers and students realistically illustrate methods that can be used in secondary English classes. *Lessons are described in sufficient detail to be converted to teaching models. *Multicultural emphasis prepares teachers for the contemporary classroom. *Chapters and sections incorporate the new literacies of TV, film, and computers in the English language arts class. *Pedagogical aids include end-of-chapter questions and activities, reproducible charts and worksheets; an updated listing of young adult novels; and annotated recommended readings. *An appendix on writing a personal narrative helps students develop as writers. New in the Second Edition: *Updates. All chapters, the bibliographies, and the references are thoroughly updated to reflect changes since the first edition was published. Chapters 1 and 2 have been totally rewritten. *Standards/Benchmarks. The IRA/NCTE Standards for the English Language Arts are incorporated into the text. Benchmarks and Performance Assessment Measures are included in all the pedagogical chapters to address proficiency concerns. A section on helping students prepare for state proficiency tests has been added. *Computers. More is included on the use of technology, both as a content to learn and as a process for learning. *New Sample Unit Plans. Sections based on the instructional stories offer examples to help readers prepare for teaching. *Literature response questions. These are now provided in Chapter 4 for use in journaling and discussions. *Glossary. A chapter on important terms and useful strategies for the English language arts classroom has been added.
Crossing Sex and Gender in Latin America
by Vek LewisSignifying 'others' or signs of life? This book critically examines the ways in which crossing sex and gender is imagined in key cultural texts from contemporary Latin America.
Crossing the Border: On the Quadruple-Evidence Method
by Li Yang Shuxian YeThis book is the first monograph of its kind in the academic world which comprehensively expounds the new methodology of humanities. The quadruple-evidence method is one which integrates quadruple-evidences to open up new horizon for interpretation of ancient culture in the three-dimensional manner. The first layer of evidence refers to documents passed down from the past; the second layer of evidence refers to local written materials; the third layer of evidence includes oral legends of anthropology and folklore and etiquette in the living folk customs; the fourth layer of evidence refers to those ancient objects and images either unearthed in archaeological excavations or handed down from the past. The book consists of theoretical explorations and their applications in individual cases. While the first part studies the academic evolution, theory and methodological value of the quadruple-evidence method, the second part, in using the method in different cases, explores different historical and cultural phenomena in the history of China, attempting to extend the frontier of the origin of civilization from the approach of mythological study
Crossing the Creek: The Literary Friendship of Zora Neale Hurston and Marjorie Kinnan Rawlings
by Anna LilliosOne of the twentieth century's most intriguing and complicated literary friendships was that between Zora Neale Hurston and Marjorie Kinnan Rawlings. In death, their reputations have reversed, but in the early 1940s Rawlings had already achieved wild success with her best-selling and Pulitzer Prize-winning novel, The Yearling, while Hurston had published Their Eyes Were Watching God to unfavorable critical reviews.When they met, both were at the height of their literary powers. Hurston appears to have sought out Rawlings as a writer who could understand her talent and as a potential patron and champion. Rawlings did become an advocate for Hurston, and by all accounts a warm friendship developed between the two. Yet at every turn, Rawlings's own racism and the societal norms of the Jim Crow South loomed on the horizon, until her friendship with Hurston transformed Rawlings's views on the subject and made her an advocate for racial equality.Anna Lillios's Crossing the Creek is the first book to examine the productive and complex relationship between these two major figures. Is there truth to the story that Hurston offered to work as Rawlings's maid? Why did Rawlings host a tea for Hurston in St. Augustine? In what ways did each write the friendship into their novels? Using interviews with individuals who knew both women, as well as incisive readings of surviving letters, Lillios examines these questions and many others in this remarkable book.
Crossing the Curriculum: Multilingual Learners in College Classrooms
by Ruth Spack Vivian ZamelAs college classrooms have become more linguistically diverse, the work of ESOL professionals has expanded to include research on the experiences of multilingual learners not only in ESOL courses but also in courses across the curriculum. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. Crossing the Curriculum: Multilingual Learners in College Classrooms responds to these issues and concerns by capturing the complex and content-specific nature of students' and teachers' experiences and providing a nuanced understanding of how multilingual students' learning can be fostered and sustained. Crossing the Curriculum: Multilingual Learners in College Classrooms is unique in bringing together the perspectives of researchers, students, and teachers. These multiple lenses allow for a richly layered picture of how students and teachers actually experience college classrooms. Common themes and pedagogical principles resonate across the three distinct sections of the book:*Part One, "Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers," consists of chapters written by ESOL and composition researchers who have investigated multilingual students' experiences in undergraduate courses across the curriculum.*Part Two, "Learning Across the Curriculum: Through Students' Eyes," consists of chapters written by two multilingual learners who chronicled their experiences as they crossed the curriculum over time.*Part Three, "Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum," consists of chapters written by faculty from several academic fields--Anthropology, Philosophy, Nursing, Literature, Sociology, and Asian American Studies--who discuss their own attempts to address the needs of multilingual learners in their classrooms.
Crossing the Line: Early Creole Novels and Anglophone Caribbean Culture in the Age of Emancipation (New World Studies)
by Candace WardCrossing the Line examines a group of early nineteenth-century novels by white creoles, writers whose identities and perspectives were shaped by their experiences in Britain’s Caribbean colonies. Colonial subjects residing in the West Indian colonies "beyond the line," these writers were perceived by their metropolitan contemporaries as far removed—geographically and morally—from Britain and "true" Britons. Routinely portrayed as single-minded in their pursuit of money and irredeemably corrupted by their investment in slavery, white creoles faced a considerable challenge in showing they were driven by more than a desire for power and profit. Crossing the Line explores the integral role early creole novels played in this cultural labor. The emancipation-era novels that anchor this study of Britain's Caribbean colonies question categories of genre, historiography, politics, class, race, and identity. Revealing the contradictions embedded in the texts’ constructions of the Caribbean "realities" they seek to dramatize, Candace Ward shows how these white creole authors gave birth to characters and enlivened settings and situations in ways that shed light on the many sociopolitical fictions that shaped life in the anglophone Atlantic.
Crossing the Line: Racial Passing in Twentieth-Century U.S. Literature and Culture
by Gayle WaldAs W. E. B. DuBois famously prophesied in The Souls of Black Folk, the fiction of the color line has been of urgent concern in defining a certain twentieth-century U. S. racial "order. " Yet the very arbitrariness of this line also gives rise to opportunities for racial "passing," a practice through which subjects appropriate the terms of racial discourse. To erode race's authority, Gayle Wald argues, we must understand how race defines and yet fails to represent identity. She thus uses cultural narratives of passing to illuminate both the contradictions of race and the deployment of such contradictions for a variety of needs, interests, and desires. Wald begins her reading of twentieth-century passing narratives by analyzing works by African American writers James Weldon Johnson, Jessie Fauset, and Nella Larsen, showing how they use the "passing plot" to explore the negotiation of identity, agency, and freedom within the context of their protagonists' restricted choices. She then examines the 1946 autobiography Really the Blues, which details the transformation of Milton Mesirow, middle-class son of Russian-Jewish immigrants, into Mezz Mezzrow, jazz musician and self-described "voluntary Negro. " Turning to the 1949 films Pinky and Lost Boundaries, which imagine African American citizenship within class-specific protocols of race and gender, she interrogates the complicated representation of racial passing in a visual medium. Her investigation of "post-passing" testimonials in postwar African American magazines, which strove to foster black consumerism while constructing "positive" images of black achievement and affluence in the postwar years, focuses on neglected texts within the archives of black popular culture. Finally, after a look at liberal contradictions of John Howard Griffin's 1961 auto-ethnography Black Like Me, Wald concludes with an epilogue that considers the idea of passing in the context of the recent discourse of "color blindness. " Wald's analysis of the moral, political, and theoretical dimensions of racial passing makes Crossing the Line important reading as we approach the twenty-first century. Her engaging and dynamic book will be of particular interest to scholars of American studies, African American studies, cultural studies, and literary criticism.
Crossing: Language and Ethnicity Among Adolescents (Routledge Linguistics Classics Ser.)
by Ben RamptonVolume 5 This is a new and enlarged edition of Ben Rampton's ground-breaking study of sociolinguistic processes in urban youth culture. It focuses on language crossing - the use of Panjabi by adolescents of African-Caribbean and Anglo descent, the use of Creole by adolescents with Panjabi and Anglo backgrounds, and the use of stylized Indian English. Its central question is: how far and in what ways do these intricate processes of language sharing and exchange help to overcome race stratification and contribute to a new sense of mixed youth, class and neighbourhood community? Ben Rampton produces detailed ethnographic and interactional analyses of spontaneous speech data, and integrates the discussion of particular incidents with theories of discourse, code-switching, social movements, resistance and ritual drawn from sociolinguistics, sociology, anthropology and cultural studies. Vivid descriptions of adolescent life in youth clubs and school playgrounds provide an important insight into the ways in which young people manage to 'live with difference', and full consideration is given to crossing's critical implications for education policy.
Crossing: Language and Ethnicity among Adolescents (Routledge Linguistics Classics)
by Ben RamptonFocusing on urban youth culture and language crossing, this foundational volume by Ben Rampton has played a pivotal role in the shaping of language and ethnic identity as a domain of study. It focuses on language crossing - the use of Panjabi by adolescents of African-Caribbean and Anglo descent, the use of Creole by adolescents with Panjabi and Anglo backgrounds, and the use of stylized Indian English. Crossing’s central question is: how far and in what ways do these intricate processes of language sharing and exchange help to overcome race stratification and contribute to a new sense of mixed youth, class and neighbourhood community? Ben Rampton produces detailed ethnographic and interactional analyses of spontaneous speech data, and integrates the discussion of particular incidents with theories of discourse, code-switching, social movements, resistance and ritual drawn from sociolinguistics, sociology, anthropology and cultural studies. Now a Routledge Linguistics Classic with a new preface which sets the work in its current context, this book remains key reading for all those working in the areas of applied linguistics, sociolinguistics and linguistic anthropology.
Crosslinguistic Influence and Second Language Learning (Cognitive Science and Second Language Acquisition Series)
by Kevin McManusCrosslinguistic Influence and Second Language Learning provides a comprehensive overview of what is currently known about prior language knowledge and experience in second language learning. Three bodies of research are critically reviewed to achieve this goal: (i) theories of language learning that attribute critical roles to prior experience in explaining second language development, (ii) empirical studies of second language learning that have investigated roles for crosslinguistic influence, and (iii) instructional studies that have supported second language learning by addressing the negative effects of crosslinguistic influence. Using this foundation, new research directions and theorization in the field of second language acquisition are proposed. This book will serve as an excellent resource for students and scholars with interests in (instructed) second language learning, applied linguistics, cognitive psychology, psycholinguistics, and language education.
Crosslinguistic Influence in L3 Acquisition: Bilingual Heritage Speakers in Germany (Routledge Studies in Applied Linguistics)
by Eliane LorenzThis book explores crosslinguistic influence in third language acquisition, drawing insights from a study of young bilingual secondary school students in Germany to unpack the importance of different variables in the acquisition and use of English as an additional language. Lorenz draws on data from a learner corpus of written and spoken picture descriptions toward analyzing sources of crosslinguistic influence in L3 acquisition in bilingual heritage speakers with unbalanced proficiency in heritage versus majority languages as compared with their monolingual German peers. This unique approach allows for a clearer understanding of the extent of influence of access to heritage languages, the impact of being a "balanced" vs "unbalanced" bilingual speaker, and the importance of extra-linguistic variables, such as age, gender, socio-economic status, and type of school. The final two chapters highlight practical considerations for the English language classroom and the implications of the study for future directions for research on third language acquisition. With its detailed overview of L2 and L3 acquisition and contribution toward ongoing debates on the advantages of being bilingual and multilingual, this book will be of interest to students and scholars in applied linguistics, foreign language acquisition, foreign language teaching, and learner corpus research.
Crosslinguistic Influence in Language and Cognition
by Aneta Pavlenko Scott JarvisA cogent, freshly written synthesis of new and classic work on crosslinguistic influence, or language transfer, this book is an authoritative account of transfer in second-language learning and its consequences for language and thought. It covers transfer in both production and comprehension, and discusses the distinction between semantic and conceptual transfer, lateral transfer, and reverse transfer. The book is ideal as a text for upper-level undergraduate and graduate courses in bilingualism, second language acquisition, psycholinguistics, and cognitive psychology, and will also be of interest to researchers in these areas.
Crosslinguistic Influence in Multilinguals: An Examination of Chinese-English-French Speakers
by Wai Lan TsangThis book reports on a research project conducted in multilingual Hong Kong, where Cantonese is the mother tongue (L1) of the majority of the population and learning different foreign languages is commonplace. In addition to English, which is usually the second language (L2), more and more people learn other languages, such as French (L3). Drawing on the notions of 'interface' and 'reverse transfer' in second language acquisition, this book addresses the possible role of L3 French in the acquisition of English as an L2 with two major concerns: firstly, the degree to which L3 acquisition will bring about a positive or negative transfer effect on L2 acquisition and secondly, the way in which an L3 interacts with an L2 and/or even an L1 on different interfaces as identified in second language acquisition. The study will appeal to researchers interested in second and third language acquisition, bi- and multilingualism and crosslinguistic influence.
Crosslinguistic Influence in Second Language Acquisition
by Rosa Alonso AlonsoThis volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.
Crosslinguistic Influence in Singapore English: Linguistic and Social Aspects (Routledge Studies in Sociolinguistics)
by Ming Chew TeoIn a social setting where speakers with several languages interact extensively, a major source of variation in Colloquial Singapore English comes from the complex interaction between crosslinguistic influences and various social and linguistic factors. By unifying both social and linguistic aspects of the phenomenon through the use of multivariate analyses like logistic regressions and Poisson regressions, this book represents a novel approach to the study of crosslinguistic influence in Colloquial Singapore English. As multivariate analyses provide us with information regarding the relative strengths of each social and linguistic factor, they are useful tools that allow us to have a more nuanced understanding of crosslinguistic influence in contact situations. Linguistic features from a variety of linguistic domains – morphology, semantics, and discourse – will be quantified, and statistical analyses will be run in R to determine the degree to which various social and linguistic factors affect the extent of crosslinguistic influence. Well-known Singlish features like the optionality of past tense and plural marking, the unique meanings of already, got, and one, and discourse particles lah, leh, and lor, are analyzed using this approach. The statistical modeling of these features is a first step towards creating a unified framework to understanding crosslinguistic influence.
Crosslinguistic Perspectives on Argument Structure: Implications for Learnability
by Penelope Brown Melissa BowermanThis book offers a unique interdisciplinary perspective on argument structure and its role in language acquisition. Drawing on a broad range of crosslinguistic data, this volume shows that languages are much more diverse in their argument structure properties than has been realized.The volume is the outcome of an integrated research project and com
Crossmedialität im Journalismus und in der Unternehmenskommunikation
by Andreas Köhler Kim OttoCrossmedialität ‒ das Kreuzen der Medien ‒ ist einer der großen Trends im Journalismus und in der Unternehmenskommunikation. Inhalte werden über mehrere Plattformen publiziert, Organisation, Planung, Recherche und Qualitätssicherung passen sich an. Medienkonvergenz wird von einem theoretischen Konzept zur Medienpraxis. Dieser Band beschreibt den crossmedialen Wandel und erfasst dessen Stand. Dies erfolgt sowohl auf theoretischer als auch auf empirischer Ebene. Zudem werden die Auswirkungen des crossmedialen Wandels auf die Rezeption von Medien empirisch beschrieben und Konzepte dargestellt.
Crossover Fiction: Global and Historical Perspectives (Children's Literature and Culture)
by Sandra L. BeckettIn Crossover Fiction, Sandra L. Beckett explores the global trend of crossover literature and explains how it is transforming literary canons, concepts of readership, the status of authors, the publishing industry, and bookselling practices. This study will have significant relevance across disciplines, as scholars in literary studies, media and cultural studies, visual arts, education, psychology, and sociology examine the increasingly blurred borderlines between adults and young people in contemporary society, notably with regard to their consumption of popular culture.
Crossover Picturebooks: A Genre for All Ages (Children's Literature and Culture)
by Sandra L. BeckettThis book situates the picturebook genre within the widespread international phenomenon of crossover literature, examining an international corpus of picturebooks — including artists’ books, wordless picturebooks, and celebrity picturebooks — that appeal to readers of all ages. Focusing on contemporary picturebooks, Sandra Beckett shows that the picturebook has traditionally been seen as a children’s genre, but in the eyes of many authors, illustrators, and publishers, it is a narrative form that can address any and all age groups. Innovative graphics and formats as well as the creative, often complex dialogue between text and image provide multiple levels of meaning and invite readers of all ages to consider texts that are primarily marketed as children’s books. The interplay of text and image that distinguishes the picturebook from other forms of fiction and makes it a unique art form also makes it the ultimate crossover genre. Crossover picturebooks are often very complex texts that are challenging for adults as well as children. Many are characterized by difficult "adult" themes, genre blending, metafictive discourse, intertextuality, sophisticated graphics, and complex text-image interplay. Exciting experiments with new formats and techniques, as well as novel interactions with new media and technologies have made the picturebook one of the most vibrant and innovative contemporary literary genres, one that seems to know no boundaries. Crossover Picturebooks is a valuable addition to the study of a genre that is gaining increasing recognition and appreciation, and contributes significantly to the field of children’s literature as a whole.