Abstract

Reporting on a year-and-a-half-long study of Latina/Latino multilingual students transitioning from high school to a community college or university on the US-Mexico border, this article explores how writing instruction was shaped across the three institutional locations by a variety of internal and external forces such as standardized testing pressures, resource disparities, and individual instructors. In concluding comments, the author suggests ways for composition teachers, researchers, and administrators to build connections between different locations of writing and facilitate student transitions between institutions.

Journal
College Composition and Communication
Published
2014-09-01
DOI
10.58680/ccc201426111
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Citation Context

Cited by in this index (5)

  1. College Composition and Communication
  2. Research in the Teaching of English
  3. Writing and Pedagogy
  4. Pedagogy
  5. College Composition and Communication

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