Document Type
Article
Publication Date
2013
Abstract
A rapid increase in the population of cross-cultural and multilingual students and faculty in the U.S. universities has spurred the need to develop a culturally and linguistically more inclusive pedagogy in the teaching of writing. By analyzing the writing of a couple of multilingual and multicultural students from a freshman composition class in a U.S. university, this article explores the ways that help facilitate the writing process of such students. Stressing the value of students’ previous experiences based on their social, cultural, and language differences, the essay argues for the need to recognize and promote the use of multilingual and multicultural resources in student writing.
Recommended Citation
Lamsal, T (2013). Cross-cultural and multilingual encounters: Composing difference in transnational contexts. Journal of Global Literacies, Technologies, and Emerging Pedagogies. 1(2), 89-104.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Communication Commons, Literature in English, North America, Ethnic and Cultural Minority Commons, Rhetoric and Composition Commons
