The Same Conversational Page?
Through surveys and focus group conversations, we studied students' experiences with instruction in writing-intensive (WI) courses at our urban R1 university and their awareness of and attitudes about linguistic and rhetorical diversity. Specifically, we explore discrepancies between students...
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| Format: | Article |
| Language: | English |
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University of North Carolina Wilmington
2025-01-01
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| Series: | Journal of Effective Teaching in Higher Education |
| Subjects: | |
| Online Access: | https://jethe.org/index.php/jethe/article/view/373 |
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| _version_ | 1832087907290054656 |
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| author | Adrienne Jankens Nicole Guinot Varty Anna Lindner Linda Jimenez Anita Mixon Carly Braxton K.M. Begian-Lewis |
| author_facet | Adrienne Jankens Nicole Guinot Varty Anna Lindner Linda Jimenez Anita Mixon Carly Braxton K.M. Begian-Lewis |
| author_sort | Adrienne Jankens |
| collection | DOAJ |
| description |
Through surveys and focus group conversations, we studied students' experiences with instruction in writing-intensive (WI) courses at our urban R1 university and their awareness of and attitudes about linguistic and rhetorical diversity. Specifically, we explore discrepancies between students' experiences with languaging, language judgment, and our university’s diversity and our goals as teacher-scholars who seek a university context more ready for writing instruction that embraces linguistic diversity. Echoing Baker-Bell’s (2020) discussion of students’ “linguistic double-consciousness,” our analysis demonstrates the misalignment between the valuing of linguistic diversity emphasized in contemporary scholarship and the perspectives on languaging held by our direct instructional audience: the students at our university. Importantly, while most survey participants agreed that “bringing linguistic diversity into the classroom enhances their writing,” most focus group participants generally implied a much different experience, describing writing “formally” or “in Standard American English,” for classes, with no suggestion that their writing was positively affected by linguistic diversity. This study points us to strategies that will help us get on the same conversational page with students about linguistic diversity.
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| format | Article |
| id | doaj-art-0bfd2ee1af1a486c939f14ea5ebe3944 |
| institution | Kabale University |
| issn | 2578-7608 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | University of North Carolina Wilmington |
| record_format | Article |
| series | Journal of Effective Teaching in Higher Education |
| spelling | doaj-art-0bfd2ee1af1a486c939f14ea5ebe39442025-02-06T00:06:39ZengUniversity of North Carolina WilmingtonJournal of Effective Teaching in Higher Education2578-76082025-01-017210.36021/jethe.v7i2.373The Same Conversational Page?Adrienne Jankens0Nicole Guinot VartyAnna LindnerLinda JimenezAnita MixonCarly BraxtonK.M. Begian-LewisWayne State University Through surveys and focus group conversations, we studied students' experiences with instruction in writing-intensive (WI) courses at our urban R1 university and their awareness of and attitudes about linguistic and rhetorical diversity. Specifically, we explore discrepancies between students' experiences with languaging, language judgment, and our university’s diversity and our goals as teacher-scholars who seek a university context more ready for writing instruction that embraces linguistic diversity. Echoing Baker-Bell’s (2020) discussion of students’ “linguistic double-consciousness,” our analysis demonstrates the misalignment between the valuing of linguistic diversity emphasized in contemporary scholarship and the perspectives on languaging held by our direct instructional audience: the students at our university. Importantly, while most survey participants agreed that “bringing linguistic diversity into the classroom enhances their writing,” most focus group participants generally implied a much different experience, describing writing “formally” or “in Standard American English,” for classes, with no suggestion that their writing was positively affected by linguistic diversity. This study points us to strategies that will help us get on the same conversational page with students about linguistic diversity. https://jethe.org/index.php/jethe/article/view/373linguistic diversitywriting-intensivelanguagingfocus groups |
| spellingShingle | Adrienne Jankens Nicole Guinot Varty Anna Lindner Linda Jimenez Anita Mixon Carly Braxton K.M. Begian-Lewis The Same Conversational Page? Journal of Effective Teaching in Higher Education linguistic diversity writing-intensive languaging focus groups |
| title | The Same Conversational Page? |
| title_full | The Same Conversational Page? |
| title_fullStr | The Same Conversational Page? |
| title_full_unstemmed | The Same Conversational Page? |
| title_short | The Same Conversational Page? |
| title_sort | same conversational page |
| topic | linguistic diversity writing-intensive languaging focus groups |
| url | https://jethe.org/index.php/jethe/article/view/373 |
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