Abstract
As the number of multilingual students increases at small campuses in rural areas that lack multilingual composition programming, there is a need to explore pedagogical and institutional strategies that help to pool limited or emerging resources to promote language justice for multilingual students. This narrative case study looks at two small regional campuses’ efforts to advocate for and facilitate supports such as instructor training and tutoring programs for a growing multilingual population in Northeast Ohio.
- Journal
- Composition Forum
- Published
- 2020
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related Articles
-
Computers and Composition Jun 2026“Article laundry” or “tutor in pocket?”: Multilingual writers’ generative AI-assisted writing in professional settings ↗Qianqian Zhang-Wu
-
Computers and Composition Mar 2026Chinese EFL learners’ engagement with ChatGPT feedback on academic writing: A case study in Malaysia ↗Zhang Kailin; Murad Abdu Saeed
-
The Peer Review Sep 2025Ana Raquel Fialho Ferreira Campos; João Tiago Gaspar Cozechen; Elaine Pereira Lustosa; Marcos Angel De Carvalho Eing; Leonardo Schimiloski
-
Research in the Teaching of English Feb 2024Cultivating Genre Awareness of Speculative Genres: A Case Study of One Queer Latinx Educator’s Narrative Inquiry ↗James Joshua Coleman
-
Research in the Teaching of English May 2023Supporting Superdiverse Multilingual International Students: Insights from an Ethnographic Exploration ↗Qianqian Zhang-Wu