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

Autor/inn/en	Romero, Yasmine; Shivers-McNair, Ann
Titel	Encountering Internationalization in the Writing Classroom: Resistant Teaching and Learning Strategies
Quelle	In: Across the Disciplines, 15 (2018) 1, S.47-60 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Writing Instruction; Undergraduate Students; Discourse Analysis; Multilingualism; Student Attitudes; International Education; Course Content; Writing Across the Curriculum; Foreign Students; Race; Stereotypes; Cultural Differences; Western Civilization; English; English (Second Language); Global Approach; Teaching Methods; Learning Strategies; Intellectual Disciplines; Second Language Learning; Second Language Instruction + Suchen Sie Ihr Suchwort? Schreibunterricht; Diskursanalyse; Mehrsprachigkeit; Multilingualismus; Schülerverhalten; Internationale Erziehung; Kursprogramm; Rasse; Abstammung; Klischee; Kultureller Unterschied; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geisteswissenschaften; Zweitsprachenerwerb; Fremdsprachenunterricht
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. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01