\u3ci\u3eTransforming Learning: Teaching & Advocacy\u3c/i\u3e and \u3ci\u3eESL at the Crossroads\u3c/i\u3e: Selected Proceedings of Both the 2009 and 2010 Michigan Teachers of English Speakers of Other Languages Conferences Grand Rapids,Michigan, October 9-10, 2009 and Ypsilanti, Michigan, October 1-2, 2010

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\u3ci\u3e“New Horizons: Striding into the Future”\u3c/i\u3e: Selected Proceedings of the 2011 Michigan Teachers of English to Speakers of Other Languages Conference, October 7- 8, 2011

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Spotlight on Re-Search: A New Beginning : Selected Proceedings of the 2008 Michigan Teachers of English to Speakers of Other Languages Conference

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Making Connections : Selected Proceedings of the 2007 Michigan Teachers of English to Speakers of Other Languages Conference

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Plurilingualism for U.S. Writing Classrooms

This chapter argues that students should be allowed (and encouraged) to access all of their language resources to build on their existing strengths, exert rhetorical agency, and develop their writing abilities. But a tacit English-only approach to teaching writing in the U.S. prevents this from happening in many mainstream and ESL classes (Horner & Trimbur, 2002). This happens although it is known that not only do students who use multiple languages or varieties draw on all of their communicative resources as they interact with others, often in multiple modes (Cummins, 2007; García & Sylvan, 2011, Piccardo, 2013), but they can also receive significant support for additional language development when they are invited to bring their full repertoires into the classroom (Fu, 2009). The authors propose plurilingualism—and specifically, plurilingual pedagogies—as alternatives to the English-only focus that currently dominates U.S. composition classrooms. They offer key principles of this perspective, drawing on the work of experts on multilingualism, bilingual education, and second language writing. The chapter concludes with an overview of the subsequent chapters in the book, which offer a variety of plurilingual pedagogies for classrooms and programs

Plurilingual Pedagogies for Multilingual Writing Classrooms: Engaging the Rich Communicative Repertoires of U.S. Students

A much-needed resource on plurilingual pedagogies, this book counters the common dominant English-only approach found in writing and composition classrooms by identifying practices and pedagogies that support multilingual students. Providing a window into a range of contexts and classrooms where students’ full identities are honored, contributors offer research-grounded strategies and pedagogies that allow students to harness all of their language resources in order to build on their strengths and develop their writing abilities. The specific examples in this book, drawn from high school and college writing contexts, demonstrate the value of embracing linguistic diversity in writing programs. Presenting a wide range of models and strategies from top scholars that center students’ linguistic repertoires as strengths, the volume addresses classroom teaching, assessment, curriculum, school administration, and more, all from an asset-based orientation. This book is ideal for courses in composition and second-language writing pedagogy as well as for students, scholars, and educators in second language writing, language and literacy education, and composition studies.https://scholarworks.boisestate.edu/fac_books/1544/thumbnail.jp