College Composition and Communication Jun 2018

“Language Difference Can Be an Asset”: Exploring the Experiences of Nonnative English-Speaking Teachers of Writing

Todd Ruecker ; Stefan Frazier ; Mariya Tseptsura

Abstract

The increasing diversity of US higher education has brought greater language diversity to institutions nationwide. While writing studies researchers have increasingly paid attention to the linguistic diversity of student writers, little attention has been paid to the growing numbers of writing teachers who speak English as a second language. This article reports on a study in which we surveyed seventy-eight nonnative English-speaking instructors and conducted follow-up interviews with eleven of them. Following a presentation of the survey data and profiles of selected interviewees, we recommend ways of working with instructors and students in order to decrease language prejudices and better facilitate the professional development of nonnative English-speaking teachers in writing programs.

Journal
College Composition and Communication
Published
2018-06-01
DOI
10.58680/ccc201829694
Open Access
Closed
Topics
writing program administration writing across the curriculum translingualism

Citation Context

Cited by in this index (2)

  1. Anand (2024)
    Forum: Issues about Part-Time and Contingent Faculty Conference on College Comp…
    Teaching English in the Two-Year College
  2. Flowers (2019)
    Writing Studies’ Concessions to the English-Only Movement: Revisiting CCCC’s Na…
    College Composition and Communication

Cites in this index (1)

  1. Horner et al. (2011)
    Opinion: Language Difference in Writing: Toward a Translingual Approach
    College English
Also cites 23 works outside this index ↓
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CrossRef global citation count: 8 View in citation network →

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