Abstract

This article links language requirements in rhetoric and composition graduate programs to a dominant monolingualist ideology in composition studies. It argues that future faculty can be best prepared to conduct disciplinary work in the context of linguistic heterogeneity through a variety of collaborative pedagogical practices that reflect and advance a “translingual” language ideology.

Journal
Rhetoric Review
Published
2015-10-02
DOI
10.1080/07350198.2015.1073560
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Citation Context

Cited by in this index (1)

  1. College English

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