Abstract

This article is the first of a two-part thematic analysis of interviews reporting on the professional identity enactment of developmental literacy practitioners; we argue for intentional, explicit inclusion of developmental literacy disciplinary perspectives as essential for further expanding the two-year college English community of practice.

Journal
Teaching English in the Two-Year College
Published
2021-09-01
DOI
10.58680/tetyc202131552
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Cited by in this index (3)

  1. Pedagogy
  2. Teaching English in the Two-Year College
  3. Teaching English in the Two-Year College

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