Centering Multilinguality in First-Year Composition Classes: Creative and Inclusive Approaches
NeMLA 2024: Boston, March 7-10, Sheraton Back Bay
This session is a roundtable (3-10 participants give brief, informal presentations of 5-10 minutes each, and the session is open to conversation and debate).
Current directions in composition and rhetoric scholarship—including labor-based contract grading, ungrading, experiential learning and/or service learning, critical language awareness, antiracist pedagogy, translingualism, and asset-based pedagogies—are converging to make the classroom a more inclusive, welcoming space for all learners. When we consider how these different approaches play out with multilingual learners, though, we learn more about our students, our texts, our classrooms, and ourselves.
Composition classrooms have long been seminar-style classes that center students’ work and voices, but we are interested in creative approaches that go beyond traditional classroom practices and speak to the intersectionality of these issues in multiple ways. We welcome speakers who can address multilingualism in the composition classroom from many different angles, including as multilingual instructors and/or instructors of color or with other marginalized identities. We hope to consider the ways that nontraditional grading, diversified reading lists, student-created syllabi, inclusive pedagogies, and an explicit approach to demystifying the hidden curriculum for learners new to university settings can enrich our teaching and our students alike.
Read more about the session: https://cfplist.com/nemla/Home/S/20316
Contact Christina Michaud (firstname.lastname@example.org) with questions.