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)|
|Number of pages||28|
|Journal||College Composition and Communication|
|State||Published - Jun 2011|
ASJC Scopus subject areas
- Language and Linguistics
- Literature and Literary Theory