Date of Award

8-2021

Degree Type

Report

Degree Name

Master of Science (MS)

Department

English

Committee Chair(s)

Sonia Manuel-Dupont (Committee Chair)

Committee

Sonia Manuel-Dupont (Committee Chair)

Committee

Jessica Rivera-Mueller

Committee

Beth Buyserie

Committee

Ann Roemer

Abstract

This thesis and portfolio are inspired by the recent code-meshing pedagogy movement to promote linguistic justice in the composition classroom along with the author’s personal journey in English learning. The traditional, monolingual practice in the composition classroom often isolates international students who have multilingual abilities above the rest of the students. The idea that there is only one correct use of English—standard English—assumes that one type of English is better than others. However, most native speakers cannot explain the rules and mechanism of standard English, which leaves international students often feeling frustrated and lowers their confidence in English writing and speaking. Code-meshing and translingual pedagogies advocate that all Englishes are equally important, and the rhetorical practices of the language should be the focus of English language learning.

This project focuses on three principles for teachers to practice code-meshing pedagogy and translingualism in their own classroom. First, students are language experts that can navigate through their own language learning journey. Second, teachers can offer opportunities for students to perform their language abilities and reflect on the practice of monolingualism. Lastly, assigning low stake, self-directed writing and reading assignments can develop students’ rhetorical sensibility and explore the rhetorical purpose of the author.

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