Please use this identifier to cite or link to this item: http://hdl.handle.net/10790/3463

Encountering Internationalization in the Writing Classroom: Resistant Teaching and Learning Strategies

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Title: Encountering Internationalization in the Writing Classroom: Resistant Teaching and Learning Strategies
Authors: Romero, Yasmine
Shivers-McNair, Ann
LC Subject Headings: COLLEGE students
LEARNING strategies
WRITING
MULTILINGUALISM
Issue Date: 14 Apr 2018
Publisher: Colorado State University
Citation: Romero, Yasmine, & Shivers-McNair, Ann. (2018, April 14). Encountering internationalizing in the writing classroom: Resistant teaching and learning strategies. [Special issue on internationalizing the WAC/WID curriculum.] Across the Disciplines, 15(2), 47-60. Retrieved from https://wac.colostate.edu/docs/atd/articles/internationalizing_wac/romero-shiversmcnair2018.pdf
Related To: https://wac.colostate.edu/docs/atd/articles/internationalizing_wac/romero-shiversmcnair2018.pdf
Abstract: 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.
Pages/Duration: 14 pages
URI/DOI: http://hdl.handle.net/10790/3463
Appears in Collections:Romero, Yasmine


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