| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000432589 |
| 005 | | 20200224132712 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781088326695 |
| 035 | |
▼a (MiAaPQ)AAI13901678 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 378 |
| 100 | 1 |
▼a He-Weatherford, Zhenzhen. |
| 245 | 10 |
▼a What and Whom Are We Teaching? Ideologies, Practices, and Preparation of First-Year Composition Teachers. |
| 260 | |
▼a [S.l.]:
▼b University of Washington.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 217 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: A. |
| 500 | |
▼a Advisor: Motha, Suhanthie. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Washington, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 506 | |
▼a This item must not be added to any third party search indexes. |
| 520 | |
▼a With not only a rapidly growing number of international students but also historically underrepresented domestic students who grew up in multilingual households, U.S. higher education has become a more and more linguistically and culturally diverse space. New curricular and instructional challenges have been posed to First-Year Composition (FYC) courses that are widely taken by college students from a variety of linguistic, cultural, socioeconomic, and sociopolitical backgrounds. Second Language Writing (SLW) and Composition Studies unfold for us the complexity of writing as a social process, the inseparability of writing and its social context, and the tension peripheral participants encounter in the process of socializing into unfamiliar discourse communities. Projecting the spotlight on six first-year graduate student teachers of FYC (titled teaching assistants or TAs in the specific institutional context), this study expands upon and deepens our understanding of FYC teachers' academic discursive practices in relation to their diverse student populations. Working from the premises of teachers as transformative intellectuals (Giroux, 1988) and composition as a cultural practice (France, 1994), and taking a translingual approach towards language differences (Horner, Lu, Royster, & Trimbur, 2011), I tap into FYC TAs' conceptualizations of and positionalities towards academic discursive practices and diversity, as well as professional and personal resources that helped facilitate their conceptualizations, positionalities, responses, and practices. This close examination unpacks the complexities composition teachers have to navigate in thinking about what academic writing looks like in the particular institutional and their own classroom context, issues around diversity such as identities of students and teachers that are more or less visible, and the absence of power in institutional discursive constructions around diversity. Drawing from the frameworks of Community Cultural Wealth (Yosso, 2005) and Nexus of Multimembership (Canagarajah, 2012 |
| 590 | |
▼a School code: 0250. |
| 650 | 4 |
▼a Teacher education. |
| 650 | 4 |
▼a Rhetoric. |
| 650 | 4 |
▼a Composition instruction. |
| 650 | 4 |
▼a Higher education. |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0681 |
| 690 | |
▼a 0515 |
| 710 | 20 |
▼a University of Washington.
▼b English. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0250 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492314
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |