Peer reviewed
Direct linkERIC Number: EJ1120632
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-9322
EISSN: N/A
Cultivating a Reflective Approach to Language Difference in Composition Pedagogy
Bommarito, Daniel V.; Cooney, Emily
Composition Studies, v44 n2 p39-57 Fall 2016
This essay addresses the persistence of monolingual tendencies in composition pedagogy and the critical efforts needed to dissolve them. Approaching language difference from a distinctly pedagogical perspective, this essay draws on the authors' teaching experiences and reflective writing in an effort to theorize the reflective practices key to undermining monolingual biases and building shared context in the composition classroom.
Descriptors: Writing Instruction, Teaching Methods, Second Language Learning, Teaching Experience, Reflective Teaching, Monolingualism, Writing (Composition), Metacognition, Intervention, Writing Across the Curriculum, Personal Narratives, English Instruction, Student Attitudes, Feedback (Response), English Teachers, English (Second Language), College Students, College Faculty
University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail: compstudies@uc.edu; Web site: http://www.uc.edu/journals/composition-studies.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
