Abstract
This article reflects a study conducted at the University of Memphis to gauge effective methods for inviting each students’ cultural English into the writing classroom with the help of code-meshing workshops provided by writing center tutors. Because writing center tutors are trained to work with students, rather than assess and score their writing abilities, we can create a non-intimidating classroom environment for writing experimentation. This workshop challenged students to mesh their home language and vernacular within their academic prose, thus expanding the limits of effective written text and preventing a sense of double-consciousness felt by students whose own culture—rather based on race, class, gender, or sexual orientation—has been historically marginalized. This article also adapts the outcomes of the study into writing center pedagogy through necessary perspectives from students. This study is a bottom-up approach (student to tutor) rather than another top-down approach (tutor to tutor then finally to student). Keywords : code-meshing, Students Rights to Their Own Language
- Journal
- The Peer Review
- Published
- 2020-09
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- Open Access
- OA PDF Gold
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