Table of Content
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Front Matter
1. Introduction, Mariya Tseptsura and Todd Ruecker
DOI: 10.37514/INT-B.2024.2142.1.3
2. Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses, Marcela Hebbard
DOI: 10.37514/INT-B.2024.2142.1.3
3. Multilingual Writing Teacher Identities and Institutional Ecologies: A Collaborative Narrative Inquiry, Su Yin Khor, Cristina Sánchez-Martín, Lisya Seloni, Md Mijanur Rahman, and Demet Yigitbilek
DOI: 10.37514/INT-B.2024.2142.1.3
4. Dismantling Racial Microaggression: Translingual, Nonnative Identities as Pedagogical Resources, Nabila Hijazi
DOI: 10.37514/INT-B.2024.2142.1.3
5. Cultural Adaptation and Building Authority As a NNES: A Reflective Study, Mariya Tseptsura
DOI: 10.37514/INT-B.2024.2142.1.3
6. “What Authority I Have?”: Analyzing Legitimation Codes of English Composition ITAs, Aleksandra Kasztalska and Michael Maune
DOI: 10.37514/INT-B.2024.2142.1.3
7. Native English-Speaking Students’ Perceptions of a Nonnative English-Speaking Writing Teacher, Teaching Effectiveness, and Language Performance, Lan Wang-Hiles
DOI: 10.37514/INT-B.2024.2142.1.3
8. A Corpus Study on Written Comments by Nonnative English-Speaking and Native English-Speaking Teachers of First-Year Writing, Wen Xin
DOI: 10.37514/INT-B.2024.2142.1.3
9. (Re)framing Uncertainty as Opportunity: A Study of International Teaching Assistants in Writing Classrooms Across the Curriculum, Tamara Mae Roose, Min-Seok Choi, and Christopher E. Manion
DOI: 10.37514/INT-B.2024.2142.1.3
10. Identity and Professional Development of First-year NNES Teachers: Two Case Studies, Xin Chen
DOI: 10.37514/INT-B.2024.2142.1.3
11. NNESTs, Teacher Education, Language Diversity, and Equality, Melinda Reichelt
DOI: 10.37514/INT-B.2024.2142.1.3
12. Building Confidence as NNESTs of Writing through Pre-service Training and Professional Development, Anastasiia Kryzhanivska and Tetyana Bychkovska
DOI: 10.37514/INT-B.2024.2142.1.3
Afterword, Mariya Tseptsura and Todd Ruecker
DOI: 10.37514/INT-B.2024.2142.1.3
Contributors
About the Editors
Mariya Tseptsura is Director of the online writing program in the Department of English at the University of Arizona where her work focuses on online writing instruction (OWI). In addition to OWI, her research interests include second language writing, writing program administration, and linguistic diversity in higher education. She has taught composition and ESL courses in a variety of settings in the US and abroad.
Todd Ruecker is Associate Professor of Rhetoric and Composition and Director of Core Writing at the University of Nevada, Reno. His research focuses on exploring the increasing linguistic and cultural diversity of educational institutions and developing innovative ways to support student and teacher success. His work has appeared in journals such as TESOL Quarterly and College Composition and Communication and he has published several books.
International Exchanges on the Study of Writing
Series Editors: Series Editors: Steven Fraiberg, Michigan State University; Joan Mullin, University of North Carolina at Charlotte; Magnus Gustafsson, Chalmers University of Technology; and Terry Myers Zawacki, George Mason University.
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Copyright © 2024 Mariya Tseptsura, Todd Ruecker, and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 240 pages, with notes, figures, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in PDF and ePub formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.
Featuring the voices of 22 linguistically and geographically diverse authors from a variety of institutional contexts throughout the United States, this edited collection calls attention to the experiences of an important and growing group of writing instructors: those who have learned English as an additional language. Focusing on this critical part of the growing linguistic and cultural diversity of writing programs and classrooms, the contributors to his collection deepen our understanding of an important but relatively unexamined aspect of U.S. writing instruction. By exploring ways that writing programs can build on the strengths that multilingual students and teachers bring to the classroom, this collection offers promising strategies for creating more inclusive writing programs.