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2018
Volume 62, Issue 4
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Exploring language practices, beliefs, and management in a first-year writing program, this article considers the obstacles to and opportunities for transforming languagepolicy and enacting a new multilingual norm in U.S. postsecondary writing instruction. It argues that the articulation of statements regarding language diversity, co-developedby teachers and program administrators, is a valuable step in viewing and constructing the classroom as a multilingual space.

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/content/journals/10.58680/ccc201115874
2011-06-01
2024-06-19
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http://instance.metastore.ingenta.com/content/journals/10.58680/ccc201115874
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  • Article Type: Research Article
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