scholarly journals Re/Engaging Street to Address Multiplicity in Composition Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. 136-145
Author(s):  
Vivette Milson-Whyte
Keyword(s):  
Composition Classrooms

A Triangulation Approach to Understand Multi-Cultural College Students’ Technology Literacy in a Composition Classroom

2013 ◽  
pp. 175-194
Author(s):  
Yowei Kang
Keyword(s):  
Undergraduate Students ◽  
Quantitative Method ◽  
Composition Pedagogy ◽  
Composition Classroom ◽  
Technology Literacy ◽  
Composition Classrooms ◽  
Mexico Border ◽  
Pedagogy Literature ◽  
Rhetoric Of Technology ◽  
The U.S

Despite intense debates over the use of computer and networked technologies in composition classrooms, research has been limited by one dimensional support or criticism of integrating technologies into classrooms. The inability to consider students as a central role in the literacy acquisition process has led to many problems in the rhetoric of technology as well as in the implementation of computer and networked technologies in a composition classroom. This study employed a triangulation method to gather empirical data to better assess and critique the rhetoric of technology in composition pedagogy literature. The author collected both quantitative and qualitative data to uncover issues critical to students’ technology literacy in a technologized composition classroom. A questionnaire survey was distributed to 62 bi-cultural undergraduate students conveniently recruited from a large southwestern university near the U.S.-Mexico border. Findings from the quantitative method discovered that English instructors’ technology literacy had significant impacts on students’ own technology literacy. Furthermore, narratives from the qualitative method identify the following themes about technology: effectiveness, practicality, instrumentality, and institutional enforcement. In conclusion, the author discusses the importance of technology literacy in composition classrooms to demonstrate its implications on global literacy theory and practices.

Networked Digital Spaces

2016 ◽  
pp. 1-13
Author(s):  
Stephanie N. Phillips
Keyword(s):  
Digital Technologies ◽  
Composition Classroom ◽  
Digital Rhetoric ◽  
Fictional Characters ◽  
College Composition ◽  
Classroom Experience ◽  
Composition Classrooms ◽  
Classroom Composition ◽  
Language And Communication ◽  
Digital Spaces

As the landscape for communication changes with new and evolving digital technologies, the format for college composition classrooms must change and adapt as well. If we are moving towards compositions that are created by and mediated through a screen, we must adopt new approaches for talking about and teaching these new forms of language and communication. During the fall 2014 semester, I was given the opportunity to teach a composition class focused on digital rhetoric. As a facet of the classroom experience, my students created and used Twitter accounts for fictional characters. Utilizing Twitter within the composition classroom allowed students to compose as a part of a much larger network of actors that interact with the texts they create. As a form of networked communication, the compositions created by students through this medium demanded interaction and engagement in a way that a classroom composition, shared only between student and instructor, does not.

Translingual and Digital Ecologies

2016 ◽  
pp. 149-163
Author(s):  
Jialei Jiang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Composition Classrooms ◽  
Ontological Shift ◽  
Pedagogical Approaches

Scholarship in cloud pedagogy has provided intriguing lenses through which researchers enhance pedagogical approaches for digital composition classrooms. However, there is a lack of discussion on how cloud pedagogy could be employed to benefit second language learners of writing. Scholars in both digital and translingual areas of research have touched on conceptualizing their theories through multimodal, collaborative, and ecological perspectives of writing. Therefore, this article looks into the theories and practices of translingualism, and explore how translingual writing can be merged and integrated into the multimodal applications of cloud-based learning. Following and expanding the practices of digital composition, this paper aims to argue for an ontological shift to a translingual view of cloud-based writing and examine how it informs second language learning.

Translingual and Digital Ecologies

2020 ◽  
pp. 818-832
Author(s):  
Jialei Jiang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Composition Classrooms ◽  
Ontological Shift ◽  
Pedagogical Approaches

Scholarship in cloud pedagogy has provided intriguing lenses through which researchers enhance pedagogical approaches for digital composition classrooms. However, there is a lack of discussion on how cloud pedagogy could be employed to benefit second language learners of writing. Scholars in both digital and translingual areas of research have touched on conceptualizing their theories through multimodal, collaborative, and ecological perspectives of writing. Therefore, this article looks into the theories and practices of translingualism, and explore how translingual writing can be merged and integrated into the multimodal applications of cloud-based learning. Following and expanding the practices of digital composition, this paper aims to argue for an ontological shift to a translingual view of cloud-based writing and examine how it informs second language learning.

Reconsidering Teacher Presence and Community Building in an Online ESOL College Composition Course During the COVID-19 Pandemic

2022 ◽  
pp. 354-371
Author(s):  
Mark A. McGuire ◽  
Zhenjie Weng ◽  
Karen P. Macbeth
Keyword(s):  
Community Building ◽  
Future Research ◽  
College Composition ◽  
Student Agency ◽  
International Crisis ◽  
Composition Classrooms ◽  
Composition Course ◽  
Building Process ◽  
Innovative Solutions ◽  
Key Concepts

The pandemic of 2019 exposed considerable weaknesses in how teachers were present and communities were built in asynchronous, international, online ESOL composition classrooms. Although teachers put more time into their courses, students still felt disconnected from their educational experience. This study, through student surveys and teacher reflections, followed two teachers who devised innovative solutions to actively do “being present” as teachers and to thereby more compellingly draw students into the community-building process despite the limitations of the online space amidst an international crisis. Included are recommendations about specific ways to challenge traditional online instructional methods, to allow and promote student agency through unstructured and semi-structured activities, to create connections via strategic vulnerability, and more. Also discussed are key concepts for future research and general conclusions about the need for such teacher adaptability and the lessons from it, both for during the pandemic and beyond it.

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