Articles liés à Rethinking Multilingual Writers in Higher Education
Synopsis
Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs.
Teachers, university administrators, advisors, and other support staff will gain an understanding of the resources, challenges, and successes of this growing student population and become better equipped to provide them with the best possible educational opportunities. Through mixed-methods case studies focusing on the Northeastern University Writing Program and Writing Center, the authors unpack the complexity of multilingual students’ identities and languaging to challenge deficit and homogenizing narratives that overlook their linguistic assets and diverse educational experiences. Working within and against university categories for collecting information about students and assessing their writing, authors point out the limits of terms such as “international” and the problems with dichotomous L1/L2 and native/nonnative speaker labels. Finally, the book offers lessons learned about the importance of conducting program self-study to inform research and pedagogy for higher education institutions around the world.
This book will appeal to writing studies and linguistics scholars with interests in multilingualism, assessment, and mobility, as well as institutional stakeholders and researchers of higher education and multicultural education.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l'auteur
Qianqian Zhang-Wu is Assistant Professor of English and Director of Multilingual Writing at Northeastern University, USA.
Mya Poe is Professor of English at Northeastern University, USA.
Cherice Escobar Jones is a PhD student in English at Northeastern University, USA.
Cara Marta Messina is Assistant Professor of English at Marist University, USA.
Neal Lerner is Professor of English at Northeastern University, USA.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Rethinking Multilingual Writers in Higher Education (Paperback)
Edité par
Taylor & Francis Ltd, London, 2026
ISBN 10 : 1032496185
ISBN 13 : 9781032496184
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Paperback. Etat : new. Paperback. Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs.Teachers, university administrators, advisors, and other support staff will gain an understanding of the resources, challenges, and successes of this growing student population and become better equipped to provide them with the best possible educational opportunities. Through mixed-methods case studies focusing on the Northeastern University Writing Program and Writing Center, the authors unpack the complexity of multilingual students identities and languaging to challenge deficit and homogenizing narratives that overlook their linguistic assets and diverse educational experiences. Working within and against university categories for collecting information about students and assessing their writing, authors point out the limits of terms such as international and the problems with dichotomous L1/L2 and native/nonnative speaker labels. Finally, the book offers lessons learned about the importance of conducting program self-study to inform research and pedagogy for higher education institutions around the world.This book will appeal to writing studies and linguistics scholars with interests in multilingualism, assessment, and mobility, as well as institutional stakeholders and researchers of higher education and multicultural education. Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781032496184
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Rethinking Multilingual Writers in Higher Education
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ISBN 13 : 9781032496184
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs.Teachers, university administrators, advisors, and other support staff will gain an understanding of the resources, challenges, and successes of this growing student population and become better equipped to provide them with the best possible educational opportunities. Through mixed-methods case studies focusing on the Northeastern University Writing Program and Writing Center, the authors unpack the complexity of multilingual students' identities and languaging to challenge deficit and homogenizing narratives that overlook their linguistic assets and diverse educational experiences. Working within and against university categories for collecting information about students and assessing their writing, authors point out the limits of terms such as 'international' and the problems with dichotomous L1/L2 and native/nonnative speaker labels. Finally, the book offers lessons learned about the importance of conducting program self-study to inform research and pedagogy for higher education institutions around the world.This book will appeal to writing studies and linguistics scholars with interests in multilingualism, assessment, and mobility, as well as institutional stakeholders and researchers of higher education and multicultural education. 166 pp. Englisch. N° de réf. du vendeur 9781032496184
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Rethinking Multilingual Writers in Higher Education (Routledge Research in Higher Education)
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Rethinking Multilingual Writers in Higher Education: An Institutional Case Study
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Routledge, 2026
ISBN 10 : 1032496185
ISBN 13 : 9781032496184
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Rethinking Multilingual Writers in Higher Education
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ISBN 10 : 1032496185
ISBN 13 : 9781032496184
Neuf
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Qianqian Zhang-Wu is Assistant Professor of English and Director of Multilingual Writing at Northeastern University, USA.Mya Poe is Professor of English at Northeastern University, USA.Cherice Escobar Jones is a PhD stu. N° de réf. du vendeur 3577131030
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Rethinking Multilingual Writers in Higher Education (Paperback)
Edité par
Taylor & Francis Ltd, London, 2026
ISBN 10 : 1032496185
ISBN 13 : 9781032496184
Neuf
Paperback
Vendeur : CitiRetail, Stevenage, Royaume-Uni
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Paperback. Etat : new. Paperback. Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs.Teachers, university administrators, advisors, and other support staff will gain an understanding of the resources, challenges, and successes of this growing student population and become better equipped to provide them with the best possible educational opportunities. Through mixed-methods case studies focusing on the Northeastern University Writing Program and Writing Center, the authors unpack the complexity of multilingual students identities and languaging to challenge deficit and homogenizing narratives that overlook their linguistic assets and diverse educational experiences. Working within and against university categories for collecting information about students and assessing their writing, authors point out the limits of terms such as international and the problems with dichotomous L1/L2 and native/nonnative speaker labels. Finally, the book offers lessons learned about the importance of conducting program self-study to inform research and pedagogy for higher education institutions around the world.This book will appeal to writing studies and linguistics scholars with interests in multilingualism, assessment, and mobility, as well as institutional stakeholders and researchers of higher education and multicultural education. Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9781032496184
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Rethinking Multilingual Writers in Higher Education (Paperback)
Edité par
Taylor & Francis Ltd, London, 2026
ISBN 10 : 1032496185
ISBN 13 : 9781032496184
Neuf
Paperback
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Paperback. Etat : new. Paperback. Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs.Teachers, university administrators, advisors, and other support staff will gain an understanding of the resources, challenges, and successes of this growing student population and become better equipped to provide them with the best possible educational opportunities. Through mixed-methods case studies focusing on the Northeastern University Writing Program and Writing Center, the authors unpack the complexity of multilingual students identities and languaging to challenge deficit and homogenizing narratives that overlook their linguistic assets and diverse educational experiences. Working within and against university categories for collecting information about students and assessing their writing, authors point out the limits of terms such as international and the problems with dichotomous L1/L2 and native/nonnative speaker labels. Finally, the book offers lessons learned about the importance of conducting program self-study to inform research and pedagogy for higher education institutions around the world.This book will appeal to writing studies and linguistics scholars with interests in multilingualism, assessment, and mobility, as well as institutional stakeholders and researchers of higher education and multicultural education. Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. N° de réf. du vendeur 9781032496184
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Taschenbuch. Etat : Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Rethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs.Teachers, university administrators, advisors, and other support staff will gain an understanding of the resources, challenges, and successes of this growing student population and become better equipped to provide them with the best possible educational opportunities. Through mixed-methods case studies focusing on the Northeastern University Writing Program and Writing Center, the authors unpack the complexity of multilingual students' identities and languaging to challenge deficit and homogenizing narratives that overlook their linguistic assets and diverse educational experiences. Working within and against university categories for collecting information about students and assessing their writing, authors point out the limits of terms such as 'international' and the problems with dichotomous L1/L2 and native/nonnative speaker labels. Finally, the book offers lessons learned about the importance of conducting program self-study to inform research and pedagogy for higher education institutions around the world.This book will appeal to writing studies and linguistics scholars with interests in multilingualism, assessment, and mobility, as well as institutional stakeholders and researchers of higher education and multicultural education. N° de réf. du vendeur 9781032496184
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