Multilingual Writers in the Liberal Arts College
In these interview segments, professors from a variety of disciplines describe the rewards, challenges and strategies they have discovered through working with multilingual student writers and their texts. Students from the U.S. and abroad also contribute, describing their adjustment and growth as academic writers in a liberal arts college environment.
I am grateful to those who participated in this project for their persistence, commitment and candor—all requirements, not coincidentally, for teaching and learning the art of academic writing.
|
Multilingual students make significant cultural and linguistic contributions as class members and as academic writers. |
Professors share their challenges in communicating effectively with students about academic writing. Multilingual students discuss the challenges of academic writing in a new socio-cultural and linguistic context. |
|
|
|
|
|
|
Faculty recognize and discuss the ways language background, cultural identity and academic experience influence their work with multilingual student writers. |
|
Faculty members suggest providing students with encouragement, clear feedback and realistic goals as academic writers. Multilingual students comment on the disciplinary nature of college writing and strategies that have increased their writing fluency. |
|
|
|
|
|
Professors from several disciplines reflect on the evaluation of student writing and equitable assessment of papers written in a student’s second or third language; students discuss their efforts to showcase knowledge competently to the professors who grade their work. |
Rewards
Challenges
Student Populations
Strategies
Evaluation