Description

This project examines how writing teachers of multilingual students conceptualize their pedagogical practices. Specifically, it draws on work in teacher cognition research to examine the nature of teacher knowledge and

This project examines how writing teachers of multilingual students conceptualize their pedagogical practices. Specifically, it draws on work in teacher cognition research to examine the nature of teacher knowledge and the unique characteristics of this knowledge specific to the teaching of second language writing. Seeing teacher knowledge as something embedded in teachers’ practices and their articulation of the goals of these practices, this project uses case studies of four writing instructors who teach multilingual students of First-Year Composition (FYC).

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    Date Created
    • 2017
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ph.D., Arizona State University, 2017
      Note type
      thesis
    • Includes bibliographical references (pages 89-97)
      Note type
      bibliography
    • Field of study: Linguistics and applied linguistics

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    Statement of Responsibility

    by Juval V. Racelis

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