MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING

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dc.contributor.advisorBaines, Lawrence
dc.contributor.authorNahar, Gul
dc.contributor.committeeMemberKurlinkus, William
dc.contributor.committeeMemberHill, Crag
dc.contributor.committeeMemberHouser, Neil
dc.contributor.committeeMemberRuan, Jiening
dc.date.accessioned2019-05-17T20:03:44Z
dc.date.available2019-05-17T20:03:44Z
dc.date.issued2019-05-10
dc.date.manuscript2019-05-07
dc.description.abstractThe 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.en_US
dc.identifier.urihttps://hdl.handle.net/11244/319754
dc.languageenen_US
dc.subjectMultilingual Writingen_US
dc.subjectInternational Multilingual Studentsen_US
dc.subjectFYC Instructorsen_US
dc.subjectFirst-year Compositionen_US
dc.subjectTranslingualismen_US
dc.subjectNegotiationsen_US
dc.thesis.degreePh.D.en_US
dc.titleMEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITINGen_US
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculumen_US
shareok.nativefileaccessrestricteden_US
shareok.orcid0000-0003-2569-2464en_US

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