MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING

Abstract

The purpose of this qualitative case study was to gain an understanding of the perceptions of multilingual writing from monolingual and multilingual instructors teaching First-year Composition (FYC) as well as international multilingual students (IMS) whose first language might not be English. Findings of the study identified FYC instructors’ instructional practices and pedagogical insights gained from the experiences of teaching writing to IMS and the perspectives of IMS gained from their learning experiences of writing in FYC. In light of these findings, this study has implications for future research in advocating for changes in institutional attitude, and employing diversity in policy, curricular, and pedagogical approaches.