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ERIC Number: EJ1176419
Record Type: Journal
Publication Date: 2018-Apr-14
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1554-8244
Encountering Internationalization in the Writing Classroom: Resistant Teaching and Learning Strategies
Romero, Yasmine; Shivers-McNair, Ann
Across the Disciplines, v15 n1 p47-60 Apr 2018
Student conceptions of internationalization directly impact how multilingual students, both international and domestic, engage course content within the WAC/WID classroom. For example, a student who majors in English literature may define internationalization as recreating political power, while a student who majors in business may consider internationalization as creating opportunities for the global market. This study interrogates how multilingual students, especially international, understand and relate to internationalization; moreover, what are the effects of their understandings and relationships to internationalization? Fusing critical discourse analysis and resistant genre activism to investigate spoken and written data from an intermediate undergraduate composition class for multilingual learners, three major impacts of internationalization are found: racial stereotyping, cultural differentiation, and Westernization. These effects and the conceptualizations they are founded upon form a narrative in writing classrooms that constructs global literacy as English literacy, which consequently elides multilingual students' lived experiences. By developing teaching and learning strategies that "resist" this erasure, we argue multilingual students of WAC/WID classrooms can build critical frameworks in which to encounter, challenge, and change the normative constructions and assumptions found within their disciplines.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A