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ItemMultilingual Speaker-Writers’ Co-stories as Part of a Race Conscious Translingual Practice(Utah State University Press, 2022-09)
ItemEncountering Internationalization in the Writing Classroom: Resistant Teaching and Learning Strategies(Colorado State University, 2018-04-14)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.
ItemDeveloping an Intersectional Framework: Engaging the Decenter in Language Studies(Taylor & Francis, 2017-02-22)The author explores how current scholarship has investigated diversified identities and identification practices using a variable-by-variable approach. This kind of approach focuses on developing in-depth understandings of particular variables of identity, such as race and gender. However, this kind of approach has also limited language studies engagement with diversified identities and identification practices. The author argues for a variable-with-variable or intersectional approach to develop more complex, nuanced ways of understanding these identities and identification practices within the nexus of language studies. The approach attempts to retheorize K. W. Crenshaw’s (1993) intersectionality for the language classroom by proposing the concept of the decenter, or the potentially productive spaces in which forgotten and unintelligible experiences can be perceived. The author discusses how this concept encourages us to investigate identity and identification practices in innovative ways through a careful, multilayered analysis of classroom and focus group interactions from her 200-level composition course for multilingual learners.