Date of Award

Spring 5-2016

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Curtis Porter, Ph.D.

Second Advisor

Gloria Park, Ph.D.

Third Advisor

Chauna Craig, Ph.D.

Abstract

The content of this study focuses on the pedagogical perceptions and creative choices of a single ELT instructor, as well as the creative output of the multilingual writers in her class. Through the use of a classroom case study format, perceptions of the instructor and students were collected and compared with classroom materials and student writing samples, allowing for the potential identification and analysis of participants' “creative acts” as they appeared in the data. Instructor perceptions and pedagogical stances were collected through pre- and post-course interviews, which were then compared with syllabus excerpts, assignments, and in-class activity designs. Student data was collected through observational field notes of an in-class writing exercise, the written productions of said exercise, and a culminating focus group interview. Intersecting themes in the instructor’s and students’ creative acts contextualize final implications for the purposeful use of creative acts as pedagogical tools.

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