Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Enhancing Cultural And Linguistic Responsiveness In Argument Writing Pedagogy Through Effective Adaptations For English Learners: Insights From C3wp Resource Analysis And Three Experienced Teachers’ Practices, Katelyn Walsh, Katey Robinson, Rachel Deacon, Zuzana Tomaš
Enhancing Cultural And Linguistic Responsiveness In Argument Writing Pedagogy Through Effective Adaptations For English Learners: Insights From C3wp Resource Analysis And Three Experienced Teachers’ Practices, Katelyn Walsh, Katey Robinson, Rachel Deacon, Zuzana Tomaš
Language Arts Journal of Michigan
This article examines recommended adaptations for English Learners (ELs) in the nationally-recognized C3WP argument writing program through the lens of effective EL literacy practices and culturally and linguistically responsive pedagogy. We present an analysis of C3WP EL tips and EL notices and argue that when evaluated from the second language literacy and linguistically and culturally responsive pedagogy perspectives, the C3WP program could be enhanced by adding guidance for 1) specific instructional supports designed to increase ELs’ access to the resources and 2) helping teachers leverage these learners’ multicultural and multilinguistic capital. To help imagine how such effective additional guidance could …
How Much Is Enough To Learn? Exploring The Effects Of An Abbreviated Implementation Of The National Writing Project’S College, Career And Community Writers Program (C3wp) On English Learners’ Argumentative Writing Growth, Samantha J. Manzo, Kelsey Decamillis, Sarah Lorenz
How Much Is Enough To Learn? Exploring The Effects Of An Abbreviated Implementation Of The National Writing Project’S College, Career And Community Writers Program (C3wp) On English Learners’ Argumentative Writing Growth, Samantha J. Manzo, Kelsey Decamillis, Sarah Lorenz
Language Arts Journal of Michigan
Without doubt, explicit instruction is essential as English learners develop important academic skills such as argument writing. Less clear is the extent to which students need to receive such explicit instruction and engage in practice in order to benefit from it. The National Writing Project’s College, Career, and Community Writing Program (C3WP) provides teachers with resources and assessments for the explicit instruction of argument writing. Prior research on C3WP has indicated that in order to see student growth, teachers must implement at least four short cycles in an academic year. The four cycles can seem ambitious and difficult for teachers …
Intersections At A Multiethnic High School: C3wp Meets Culturally Relevant And Sustaining Pedagogy, Amy Carpenter Ford, Maria G. Kioussis
Intersections At A Multiethnic High School: C3wp Meets Culturally Relevant And Sustaining Pedagogy, Amy Carpenter Ford, Maria G. Kioussis
Language Arts Journal of Michigan
In this article we describe how an English teacher at a multiethnic, suburban high school adapted the National Writing Project’s innovative argument writing program, the College, Career, and Community Writing Program, to be culturally relevant and sustaining for students in her 10th grade English Language Arts classroom. Building on the C3WP’s roots in critical pedagogy and emphasis on engaging multiple perspectives, we explore the program’s potential in multiethnic classrooms as part of a culturally relevant and sustaining pedagogy. Specifically, we recount how the teacher employed tools from three mini-units (“Coming to Terms with Evidence,” ”Coming to Terms with Opposing …