Date of Award

12-2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

English

First Advisor

Claude M. Hurlbert, D.A.

Second Advisor

Sharon K. Deckert, Ph.D.

Third Advisor

Curtis Porter, Ph.D.

Abstract

This project offers an examination of composition studies through the vantage point of Chinese scholars between 1987 and 2014. Some of the historical issues that these scholars have identified through personal anecdote and empirical research include, but are not limited to, the idea that home and school practices are separate and should not intersect or interfere with one another; the belief that there are absolute meanings to be found in words translated from one language to another; and the idea that difference in language is a problem that needs to be fixed. Bringing these perspectives to the present moment—a time when the field of composition is confronted by the variety of Englishes that make up its institutions—the need to recontextualize has developed greater urgency. While the ability to serve students from diverse linguistic backgrounds challenges writing teachers, institutions continue to admit students from non-English dominant countries in order to diversify their programs and supplement university-wide funding. The translingual practices examined in chapters 4, 5, and 6 are based on qualitative interviews and classroom observations. The results of this study offer a heuristic for developing better pedagogical approaches and textual practices that respond to the multiple ways that meaning is composed and communicated within and between languages.

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