Abstract

This article describes specific language experiences of three college writing teachers and the classroom practices that have resulted from these experiences. The authors want to raise awareness of linguistic diversity in writing classes and to help teachers connect with their own language experiences in order to integrate policies and practices that value students' own language varieties.

Journal
Pedagogy
Published
2009-04-01
DOI
10.1215/15314200-2008-032
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Cited by in this index (4)

  1. Pedagogy
  2. Pedagogy
  3. Pedagogy
  4. Pedagogy

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