Skip to content
Volume 113, Issue 3
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895


Two teachers reflect on leveraging learners’ agency, authentic writing tasks, and responsive teaching to better promote their multilingual students’ writing motivation in collaborative writing activities.


Article metrics loading...

Loading full text...

Full text loading...


  1. Greiner Angelina, and Collet Vicki. “‘We Should Do This All Year!’: Confidence through Collaborative Writing.” English Journal, vol. 110, no. 5, July 2021, pp 52–59.
    [Google Scholar]
  2. Moll Luis C., et al. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory Into Practice, vol. 31, no. 2, spring 1992, pp 132–41.
    [Google Scholar]
  3. Valencia Richard R. Dismantling Contemporary Deficit Thinking: Educational Thought and Practice. Routledge 2010.
    [Google Scholar]
  4. Walqui Aida. “Scaffolding Instruction for English Language Learners: A Conceptual Framework.” International Journal of Bilingual Education and Bilingualism, vol. 9, no. 2, Mar 2006, pp 159–80.
    [Google Scholar]

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error