Supporting Multilingual Writers: Hands-on Strategies and Conversations
With internationalization of higher education and recent student demographics changes, multilingual students are no longer “contained” in ESL programs (Matsuda, 2006; Poe & Zhang-Wu, forthcoming). Many of multilingual students matriculate directly into mainstream writing classes, highlighting the importance of linguistically responsive instruction at the tertiary level (Gallagher & Haan, 2018). This awareness is especially crucial for faculty in college writing programs because of their vast reach of instructional impact. Despite this need, college writing faculty often have limited training in supporting multilingual students (Atkinson et al., 2015; CCCC Statement on Second Language Writing and Writers, 2014).
Do you have multilingual students in your online/on-ground writing classes, and find it challenging to support them effectively? Do you want to share and learn more about theory-informed, practitioner-oriented hands-on strategies, such as linguistically responsive instruction and translanguaging pedagogy? After the COVID-19 pandemic, would you like to learn tips and advice to better engage your multilingual students in an online setting? Featuring modeling and interactive activities, this practitioner-oriented roundtable provides an important opportunity for writing instructors to learn hands-on strategies, experience translanguaging pedagogy, understand key aspects of linguistically responsive instruction, and most importantly, to form a community of practice to share their challenges and successes and to have an open conversation about their strategies and visions in supporting multilingual writers.
Interested in joining the roundtable panel? Please send a brief description of your session to session chair, Dr. Qianqian Zhang-Wu at firstname.lastname@example.org by 10/15/2020