Abstract

This study by a philosophy professor and a compositionist focuses on the progress of an ESL student in the philosopher's writing-intensive Intro course. In it, the authors answer calls for examination of instructional supports that help ESL students in their college classes across the curriculum. Their report is divided into three parts. In the first, the philosophy professor explicates his classroom aims and expectations, rooting them in the educational approaches of Dewey, Freire, and Gramsci. In the second, the compositionist offers an account of the ESL pupil's experiences in this philosophy classroom, describing the pedagogies that promote her progress toward achieving the professor's goals. In the final section, the authors, acknowledging the contested nature of “progress” in this context, describe the ideological conflicts behind their different interpretations of the successes and failures of this ESL student.

Journal
Written Communication
Published
2001-04-01
DOI
10.1177/0741088301018002002
Open Access
Closed
Topics

Citation Context

Cited by in this index (1)

  1. Written Communication

Cites in this index (8)

  1. College Composition and Communication
  2. College English
  3. Written Communication
  4. College Composition and Communication
  5. College Composition and Communication
Show all 8 →
  1. Written Communication
  2. Research in the Teaching of English
  3. College English
Also cites 11 works outside this index ↓
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  3. 10.1177/002205748316500103
  4. 10.37514/JBW-J.1998.17.2.04
    Journal of Basic Writing  
  5. 10.37514/JBW-J.1995.14.1.05
    Journal of Basic Writing  
  6. A teaching subject: Composition since 1966
  7. Naturalistic inquiry
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    Journal of Basic Writing  
  9. 10.37514/JBW-J.1997.16.1.04
    Journal of Basic Writing  
  10. Time to know them: A longitudinal study of writing and learning at the college level
  11. 10.2307/358325
CrossRef global citation count: 8 View in citation network →