Education Commons^™

Critical Language Awareness Pedagogy In First-Year Composition: A Design-Based Research Study, Megan Michelle Weaver

English Theses & Dissertations

In this design-based research (DBR) study, I collaborated with two first-year composition (FYC) instructors in designing and implementing Critical Language Awareness (CLA) pedagogy to promote students’ linguistic consciousness while strengthening and enhancing their postsecondary writing skills. I designed and implemented this study by drawing on a critical theory of language, informed by literature on language ideologies (Silverstein, 1979; Irvine & Gal, 2000; Kroskrity, 2010) and raciolinguistics (Flores & Rosa, 2015; Alim, 2016), and a critical theory of pedagogy, informed by literature on critical pedagogy (Freire, 1970, 1973; Giroux, 2011) and critical race pedagogy (Ladson-Billings & Tate, 1995; Lynn, 1999). After …

Draft: First-Year Composition Eportfolio Project As High Impact Practice, Jenni Keys

Workshops & Institutes

Abstract: The ePortfolio project will be the culminating formal writing assignment in a two-term course that completes students' first-year composition university requirement. This project fulfills three areas of ePortfolios as a high impact practice:

• Inquiry: Students seek and perceive connections between the course learning outcomes and the experiences in their first-year composition course in relation to their development as writers
• Reflection: Students identify and repeatedly reflect on their personal journeys as writers, answering the questions “what have I learned?” and “how have I grown?”; students consider those answers within the context of their continued experiences as university and life-long learners. …