Abstract
Exploring language practices, beliefs, and management in a first-year writing program, this article considers the obstacles to and opportunities for transforming language policy and enacting a new multilingual norm in U.S. postsecondary writing instruction. It argues that the articulation of statements regarding language diversity, co-developed by teachers and program administrators, is a valuable step in viewing and constructing the classroom as a multilingual space.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 634-661 |
| Number of pages | 28 |
| Journal | College Composition and Communication |
| Volume | 62 |
| Issue number | 4 |
| State | Published - Jun 2011 |
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Literature and Literary Theory