Written Communication Apr 2001

An ESL Writer and her Discipline-Based Professor: Making Progress Even when Goals Don't Match

STEPHEN M. FISHMAN ; LUCILLE McCARTHY

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
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Open Access
Closed
Topics
writing across the curriculum multilingual writers
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Citation Context

Cited by in this index (1)

  1. Lillis (2008)
    Ethnography as Method, Methodology, and “Deep Theorizing”: Closing the Gap Betw…
    Written Communication

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